Dec 17, 2020 Regular Board Meeting

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GOOD EVENING, I HEREBY CALL TO ORDER THE DECEMBER 17, 2020 REGULAR BOARD MEETING AND

[1.0 Call to Order]

A TEXAS GOVERNMENT CODE [INAUDIBLE] THIS MEETING AND AS ALLOWED BY THE TEXAS ATTORNEY GENERAL, ISSUANCE OF TEMPORARY SUSPENSIONS TO CERTAIN OPEN MEETING LAWS DUE TO THE COVID-19 PANDEMIC AND CLOSURES.

I REQUEST THE OFFICIAL ROLL CALL, PLEASE, MR. KIRCHER. YES, MA'AM.

GOOD EVENING, EVERYONE. TRUSTEE PLACE ONE, NEDRA ROBINSON, PRESENT.

THANK YOU. TRUSTEE PLACE TWO, DR.

LATONYA WOODSON MAYFIELD, PRESENT.

THANK YOU. TRUSTEE PLACE THREE MIA HALL, PRESENT.

THANK YOU. TRUSTEE PLACE FOUR, JUNE W.

DAVIS. WE'LL KEEP TRYING HER.

TRUSTEE PLACE FIVE, RYAN RAY PRESENT.

THANK YOU, TRUSTEE PLACE SIX, GARY GROZIER PRESENT.

THANK YOU. TRUSTEE PLACE SEVEN, LINDSAY BENTON PRESENT.

THANK YOU. AND SUPERINTENDENT DR.

MICHAEL MCFARLAND, PRESENT. THANK YOU.

ALL RIGHT. THANK YOU ALL FOR JOINING OUR MEETING THIS EVENING, WHICH IS ALSO OPEN TO THE PUBLIC TO JOIN BY VIDEO CONFERENCE, WE HAVE IMPORTANT BUSINESS TO ATTEND TO.

I WOULD ASK THAT YOU BE PATIENT AS WE CONDUCT OUR MEETING IN THIS FORMAT.

PLEASE ENSURE THAT YOUR DEVICES ARE MUTED.

AND IF YOU EXPERIENCE ANY TECHNICAL DIFFICULTIES, PLEASE SEND A TEXT MESSAGE OR EMAIL TO MR. KIRCHER. AT THIS TIME, COULD YOU PLEASE RISE AND JOIN US FOR THE PLEDGE OF ALLEGIANCE? THE UNITED STATES OF AMERICA.

AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

AND NOW FOR THE TEXAS PLEDGE.

UNDER GOD, ONE AND INDIVISIBLE.

THANK YOU, YOU MAY BE SEATED.

WE WILL BEGIN TONIGHT'S MEETING WITH THE PUBLIC HEARINGS TO REVIEW CAMPUS IMPROVEMENT

[3.0 Public Hearing]

DR. MCFARLAND, MADAM PRESIDENT AND BOARD MEMBERS, WE DEFINITELY APPRECIATE YOUR TIME TONIGHT. WE KNOW THAT WE EVERYONE'S TIME IS DEFINITELY VALUABLE THIS TIME OF THE YEAR.

BUT WE THOUGHT IT WAS IMPORTANT.

WE THOUGHT IT WOULD BE IMPORTANT TONIGHT FOR US TO TAKE SOME TIME TO ACTUALLY WALK THROUGH OUR CAMPUS IMPROVEMENT PLANS.

NOW, WE ARE GOING TO PRESENT ABOUT THREE OF OUR PLANS TONIGHT.

HOWEVER, WE KNOW THAT YOU ALL HAVE COPIES OF ALL PLANS FROM ALL OF OUR ALL OF OUR CAMPUSES. TONIGHT, WE'LL HAVE TWO TYPES OF PLANS.

WE'LL HAVE A CAMPUS IMPROVEMENT PLAN AND THEN WE'LL HAVE A TARGETED IMPROVEMENT PLAN.

OF THE PRESENTERS LATER WILL INFORM YOU OF WHAT'S DIFFERENT ABOUT THOSE PLANS.

BUT AGAIN, WHAT WE WANT TO DO IS JUST SHOW YOU A SAMPLE OF THE TYPES OF ACTIONS THAT ARE BEING TAKEN IN THIS DISTRICT THIS YEAR TO ADDRESS SOME OF OUR CHALLENGES AND ALSO TO ENSURE THAT WE'RE REACHING OUR GOALS.

FIRST UP, WE WILL BE HEARING FROM DR.

CLARENCE WILLIAMS AND DR.

WILLIAMS WE'LL BE TAKING US THROUGH CAMPUS IMPROVEMENT PLAN.

DR. BLAIR WILL BE FOLLOWING DR.

WILLIAMS TAKING US TO A SECONDARY CAMPUS IMPROVEMENT PLAN.

AND THEN DR. MOSLEY WILL TAKE US THROUGH A TARGETED IMPROVEMENT PLAN AT THE ELEMENTARY LEVEL. DR.

WILLIAMS. GOOD EVENING MADAM PRESIDENT, DISTINGUISHED BOARD MEMBERS AND DR.

MCFARLAND TONIGHT I'LL BE PROVIDING A HIGH LEVEL OVERVIEW OF THE CAMPUS IMPROVEMENT PLAN FOR SUE CROUCH ELEMENTARY.

AS YOU SEE, THE PLAN ALIGNS WITH THE VISION TWENTY FIVE.

GOALS ONE, DRIVING STUDENTS GOAL TWO, ENGAGE COMMUNITY AND GOAL THREE, EMPOWER STAFF.

YOU CAN GO TO THE NEXT SLIDE.

THE MODEL THIS YEAR AT SUE CROUCH.

BY ANY MEANS POSSIBLE THE STAFF AT SUE CROUCH HAS TRULY EMBRACED THE FUNDAMENTAL IDEA THAT ALL STUDENTS ARE EQUIPPED TO THRIVE TODAY AS WELL AS IN THE FUTURE.

LISTED HERE ON THIS SLIDE OR THE GUIDING TOPICS I'LL BE HIGHLIGHTING IN THE PRESENTATION TONIGHT. ALLOWED GOAL ONE, THRIVING STUDENTS, ENSURING SAFE AND SECURE ENVIRONMENT.

SUE CROUCH HAS FOCUSED ON CREATING AN ENVIRONMENT WHERE STUDENTS FEEL SAFE AND WELCOME, DR. MORGAN HERSELF HAS FOCUSED ON ESTABLISHING POSITIVE BEHAVIOR INTERVENTIONS, SUPPORT INITIATIVES THROUGHOUT THE CAMPUS.

THE PICTURES BELOW ARE JUST A FEW CAPTIONS OF THE STUDENTS WHO ARE REWARDED FOR THEIR ATTENDANCE AND ACADEMIC ACHIEVEMENTS.

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THE PICTURES HERE ARE EXAMPLES OF THE MOBILE COFFEE STATION WHERE STUDENTS ARE LEARNING ABOUT FINANCIAL LITERACY THROUGH A BUSINESS MODEL.

THE OTHER PICTURE IS A PICTURE OF THE AFTER SCHOOL PROGRAM WITH STEM PLUS TEACHER COORDINATORS. AGAIN, IN CONTINUATION WILL GOAL ONE, SUE CROUCH HAS IMPLEMENTED THE CHARACTER STRONG CURRICULUM AS A SCHOOL WIDE FOCUS.

THE COUNCIL CONDUCTS TWO MINUTES CHECK-IN MEETINGS WITH THE STUDENTS TO CHECK IN ON THEIR WELL-BEING AND JUST TO FIND OUT WHETHER THERE'S ANY ONGOING ISSUES WITH THEIR STUDENTS.

AS A PART OF THEIR PLAN, A GREATER FOCUS HAS BEEN PLACED ON ANALYZING STUDENT MANAGEMENT DATA FOR ATTENDANCE AND OTHER FACTORS THAT MAY BE FLAGGED FOR STUDENTS WHO ARE IN NEED OF ADDITIONAL SUPPORT. COACH MALONE ACTUALLY SERVES AS A VIRTUAL MENTOR FOR STUDENTS WHO ARE IN NEED OF ADDITIONAL SUPPORT IN A VIRTUAL SETTING.

THE STAFF AT SUE CROUCH ALSO MAKES HOME VISITS AND WELLNESS CHECK TO ENSURE THAT STUDENTS ARE DOING WELL, EVEN IN THE VIRTUAL SETTING.

AS EXPECTED, A LARGE PORTION OF THE CAMPUS IMPROVEMENT PLAN FOCUSED ON CURRICULUM INSTRUCTION, YOU'LL SEE IN THEIR PLAN CENTERED AROUND THE IDEAL OF COLLABORATION, SHARED INSTRUCTIONAL PRACTICES AND CREATING AN ACADEMIC ENVIRONMENT WHERE TEACHERS CAN GROW AND STUDENTS CAN STRIVE. DR.

MORGAN HAS PROFESSIONAL LEARNING COMMITTEES THAT MEET WEEKLY TO LEARN FROM EACH OTHER THE BEST INSTRUCTIONAL PRACTICES, AS WELL AS EVALUATE AND ANALYZE STUDENT DATA AND PERFORMANCE.

AS THE CAMPUS TO PROVIDING STUDENTS WITH INSTRUCTIONAL TIME TO ADDRESS THEIR SKILLS AND MASTERY OF LEARNING OBJECTIVES.

THIS IS DONE BY PROVIDING INTERVENTION BLOCK TO ALL OUR STUDENTS AT SUE CROUCH.

TWO UNIQUE THINGS ABOUT SUE CROUCH IS THE KNIGHT UNIVERSITY IN THE BILINGUAL MONTESSORI.

DURING THE MONTHLY NIGHT UNIVERSITY, TEACHERS ENGAGED IN A TARGETED PROFESSIONAL DEVELOPMENT THAT ADDRESSES CAMPUS WIDE ISSUES SUCH AS SMALL GROUP INSTRUCTION AS WELL AS INTEREST IN ACROSS ALL CONTINENTS.

THIS YEAR, SUE CROUCH HAS ADDED THE BILINGUAL MONTESSORI TEACHER TO THEIR STAFF WITH THE SUPPORT OF MR. GILLY'S.

THE TEACHER CONTINUES TO RECEIVE SUPPORT ON HOW TO PROVIDE INSTRUCTION OF THE MONTESSORI PHILOSOPHY. ALIGN WITH GOAL TWO, ENGAGE COMMUNITY, DR.

MORGAN HAS A QUARTERLY CAMPUS PERFORMANCE OBJECTIVE COMMITTEE OR OTHER WORK CPOC WITH MEMBERS RANGING FROM A FORMER TCU PROFESSOR TO A LOCAL YOUTH ADVOCATE, AS WELL AS TEACHERS, COMMUNITY MEMBERS AND DISTRICT EMPLOYEES TO HELP GUIDE THE DIRECTION OF SUE CROUCH DURING THEIR CPOC MEETING.

THEY DISCUSS CURRENT DATA AS WELL AS POTENTIAL BARRIERS, AS WELL AS HIGHLIGHT THE CAMPUS ACHIEVEMENTS. VIRTUAL PARENT MEETINGS ARE CONDUCTED TO ADDRESS THE NEEDS AND CONCERNS OF THE PARENTS. THESE VIRTUAL MEANS ARE CRITICAL, ESPECIALLY IN THE PANDEMIC TIMES TO FIND OUT WHAT'S GOING ON, THE PARENTS, THE NEED FOR THE PARENTS, AS WELL AS PROVIDE WHAT RESOURCES THEY CAN PROVIDE TO THOSE PARENTS AS WELL.

DOING THOSE PARENT MEETINGS, DR.

MORGAN AND HER STAFF PROVIDE FAMILIES WITH UPDATED INFORMATION IN REGARD TO ENSURE THAT THEIR CHILD'S ACADEMIC SUCCESS IS ACHIEVED.

PARENTS WHO HAVE INDIVIDUAL CONCERNS AND HAVE THE ABILITY TO SCHEDULE DATA MEETS WITH THE LEADERSHIP TEAM, TEACHERS AND INSTRUCTIONAL SPECIALISTS TO ADDRESS THEIR NEEDS.

GOAL THREE, EMPOWER STAFF, DR.

MORGAN AND HER LEADERSHIP TEAM HAVE MADE A STRONG EFFORT TO FOCUS ON PROFESSIONAL, ONGOING PROFESSIONAL DEVELOPMENT, ESPECIALLY DURING THEIR MONTHLY CAMPUS DEVELOPMENT, KNIGHT UNIVERSITY, AS WELL AS UTILIZING SEVERAL DISTRICT LED INITIATIVES TO SUPPORT TEACHERS SUCH AS TIPS AND TOOLS IN THE MINT ADVISORY PROGRAM TO SUPPORT NEW TEACHERS TO THE DISTRICT DURING WHAT THEY CALL THE CHAT AND CHEW.

AS A TEAM, THE LEADERSHIP CONDUCTS CALIBRATION WALK TO DETERMINE WHAT CAMPUS JOBS ARE.

AS A TEAM TO CONDUCT WHAT PROFESSIONAL DEVELOPMENT IS NEEDED ON HOW TO INFORMALLY OR FORMALLY COACH THEIR TEACHERS.

LASTLY, THE PROACTIVE APPROACH FOR SUE CROUCH HAS BEEN TO ADOPT TO BEGIN A RECRUITING PROCESS OF HIGHLY EFFECTIVE TEACHERS STARTING EARLY SPRING.

ONCE THEY HIRE, THEIR GOAL IS TO TRULY SUPPORT AND FOSTER THE GROWTH OF THOSE TEACHERS AND ALSO PLAN TO RETAIN THOSE HIGHLY EFFECTIVE TEACHERS ON THEIR CAMPUS.

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DR. MORGAN AND MYSELF WILL BE HERE TO ANSWER ANY QUESTIONS AT THIS TIME.

THANK YOU. THANK YOU, DR.

WILLIAMS, FOR YOUR PRESENTATION.

ARE THERE ANY QUESTIONS FROM THE BOARD AT THIS TIME? DR. MCFARLAND. ALL RIGHT.

SO THANK YOU BOARD AGAIN, AS YOU'LL AS YOU WILL NOTICE THAT EACH ONE OF THE GOALS THAT WE APPROVED WITH OUR VISION 2025, THOSE GOALS ARE KIND OF GUIDING OUR ACTIONS.

WE DIDN'T GO OVER EVERY ACTION.

BUT AGAIN, WE WANT TO JUST HIT THE HIGHLIGHTS OF THINGS THAT WE ARE WE'RE DOING AS WE MOVE FORWARD. YOU KNOW, ONE THING I WANT TO JUST KIND OF GO BACK AND HIGHLIGHT IS THE FACT THAT WE KNOW COVID HAS CREATED A SITUATION WHERE A LOT OF THE THINGS THAT WE WOULD NORMALLY DO FACE TO FACE WERE THE INVENTIONS OR OTHER KIND OF CREATIVE AND INNOVATIVE THINGS. WE'RE HAVING TO NOW FIGURE OUT WAYS OF DOING IT VIRTUALLY.

AND I KNOW SUE CROUCH HAS WORKED OUT, WORKED ON SOME OF THOSE.

WE ARE CONTINUING TO WORK ON ON VIRTUAL AND REALLY IMPROVING OUR VIRTUAL OFFERINGS.

WHAT I CAN TELL YOU AND I'LL COME BACK AND ADDRESS IT AT THE END OF THE PRESENTATION, BUT I DO WANT TO GO AHEAD, JUST JUST LET YOU KNOW THAT WE ARE LOOKING AT OUR STUDENTS WHO ARE NOT ENGAGED VIRTUALLY.

NO, IT'S A SUE CROUCH. WE'VE HAD QUITE A FEW OF THEM NOT ENGAGE VIRTUALLY AND AT OTHER CAMPUSES. AND SO WE'RE LOOKING AT STUDENTS WHO ARE NOT ENGAGED, VIRTUALLY ALL WHO ARE NOT MAKING PROGRESS AND CONSIDERING TAKING SOME ADDITIONAL ACTION TO EITHER MOTIVATE KIDS TO COME TO SCHOOL OR REQUIRE THEM TO COME TO SCHOOL BASED ON THE PERFORMANCE CURRENTLY IN A VIRTUAL ENVIRONMENT. AGAIN, WE ARE ADDRESSING THESE ISSUES ALL ACROSS THE DISTRICT.

THEY ARE MAGNIFIED AT SUE CROUCH.

AND SO WE WANT TO MAKE SURE THAT WE HAVE THAT HAVE A CLEAR APPROACH TO THAT.

AND WE'LL TALK ABOUT THAT LATER.

BUT I DO WANT TO KIND OF ACKNOWLEDGE THAT.

BUT AGAIN, THE PLAN THAT YOU ALL RECEIVED WAS MUCH MORE IN MUCH MORE DETAIL.

WE WANT TO GIVE YOU A HIGHLIGHT, HIGH OVERVIEW, HIGH LEVEL OVERVIEW OF SUE CROUCH'S PLAN.

AND SO IF YOU HAVE ANY QUESTIONS ABOUT ANY OF THE ACTION STEPS, WE DEFINITELY ARE ABLE TO ADDRESS THOSE QUESTIONS.

THANK YOU, DOCTOR MCFARLAND AND I DO WANT TO REMIND OUR GUESTS THIS EVENING THAT OUR MEETING THAT THIS IS A PUBLIC HEARING AND THEN QUESTIONS WOULD BE OPEN TO VIEWERS AT THE END OF ALL OF THE PRESENTATIONS.

ALL RIGHT, SO WE NOW HAVE DR.

BERRY, WHO IS READY TO TAKE US THROUGH THE CAMPUS IMPROVEMENT PLAN FOR H.F.

STEPHENS, DR. BERRY.

THANK YOU, DR.

MCFARLAND, AND GOOD EVENING, MADAM PRESIDENT AND MEMBERS OF THE BOARD, I HAVE THE PLEASURE OF PRESENTING THE CAMPUS IMPROVEMENT PLAN FOR H.F.

STEVENS MIDDLE SCHOOL THIS EVENING AND HIGHLIGHTING SOME OF THE KEY ACTION STEPS AS IT RELATES TO THEIR PLAN.

AS PREVIOUSLY MENTIONED, GOAL ONE CONNECTS US TO THRIVING STUDENTS.

LIKE ALL OF OUR MIDDLE SCHOOL CAMPUSES ARE, LIKE ALL OF OUR CISD CAMPUSES, HF STEVENS HAS UTILIZED A CAMPUS PANDEMIC RESPONSE TEAM IN THEIR PLANNING PROCESS TO ADDRESS THE SAFETY AND WELLNESS ABOUT THEIR STUDENTS AND STAFF.

IN ADDITION, AS YOU SEE THROUGHOUT MANY OF THE SECONDARY PLANS, THE CAMPUS CONTINUES TO USE THE POSITIVE BEHAVIORAL SUPPORTS AND INTERVENTION SYSTEM, WHICH IS KNOWN AS PBIS.

AND THIS IS A SYSTEM WHICH OUR CAMPUSES USE TO REALLY INCENTIVIZE POSITIVE BEHAVIORS IN THE CLASSROOM AS WELL AS IN THE COMMUNITY.

A PARTICULAR HIGHLIGHT FOR HF STEVENS IS THE RESET CLASSROOM HOWEVER, AND THIS IS FORMALLY KNOWN AS IN SCHOOL SUSPENSION.

RESET AT HF STEVENS IS USED TO NOT ONLY PROVIDE THE NECESSARY SOCIAL AND EMOTIONAL SUPPORT FOR STUDENTS WHEN THEY MAKE CHOICES THAT WOULD HAVE TYPICALLY SET THEM IN AN IN SCHOOL SUSPENSION SETTING.

THEY'RE NOW UTILIZING THAT CLASSROOM TO ADDRESS BOTH ACADEMIC NEEDS AS WELL AS THE ABILITY TO JUST ATTEMPT TO GET IN AND RESET THE STUDENTS MINDSET OF HOW TO APPROACH PROBLEMS THAT THEY MAY BE HAVING IN THE FUTURE AND MAKE BETTER CHOICES.

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BUT I AM VERY EXCITED ABOUT THAT RESET CLASSROOM.

THE STAFF AT HF STEVENS ALSO RECOGNIZES THE NEED FOR AN INTENTIONAL FOCUS ON REAL WORLD LEARNING AND ARE ADDRESSING THIS THROUGH EMBEDDING THE 4C'S IN AN ALREADY RICH CURRICULUM AS THEY WORK WITH THEIR TEACHERS TO PLAN LESSONS AND ACTIVITIES.

THE STAFF IS LOOKING FOR EVIDENCE THAT STUDENTS ARE COLLABORATING WHEN THEY'RE LEARNING.

THEY'RE LOOKING FOR STUDENTS, THE ABILITY TO THINK CRITICALLY, TO COMMUNICATE, COMMUNICATE CLEARLY AND CREATIVELY THROUGHOUT THEIR LESSONS AND ASSIGNMENTS.

IN ADDITION, AS YOU SEE HERE, ONE OF THE PICTURES, FIRESIDE CHATS AND WEBINARS, ARE A FREQUENT OCCURRENCE AS IT RELATES TO REAL WORLD LEARNING ON THIS CAMPUS, H.F.

STEVENS HAS PARTNERED WITH BOTH C.H.

NINE CROWLEY HIGH SCHOOL AND I BELIEVE ALLIE MIDDLE SCHOOL TO PURCHASE THE WEBINAR VERSION OF ZOOM FEATURE, MUCH LIKE THE THE FEATURE THAT WE ARE USING HERE TONIGHT SO THAT THE BOTH CAN FAMILIES AND COMMUNITY, AS WELL AS THE STUDENTS, ARE ABLE TO CONNECT NOT ONLY WITH THE PRINCIPAL DIRECTLY IN CONVERSATIONS LIKE THIS, BUT ALSO OTHER GUEST SPEAKERS TO DISCUSS A VARIETY OF HOT TOPICS THAT ARE PREVALENT TO THE MIDDLE SCHOOL STUDENT. AS IN ALL OF OUR CISD CAMPUSES THROUGHOUT THE DISTRICT, WE KNOW THAT SOCIAL EMOTIONAL DEVELOPMENT IS A CRITICAL AREA OF FOCUS FOR STEVENS AS WELL.

THEY ALSO USED THE CHARACTER STRONG CURRICULUM, WHICH DR.

WILLIAMS MENTIONED PREVIOUSLY WITHIN THEIR ADVISORY PERIODS AND THROUGHOUT THE CLASSROOM.

IN ADDITION TO RESTORATIVE CIRCLES AND DISCUSSION GROUPS THAT ARE LED BY THEIR SEL ADMINISTRATORS AND RESTORATIVE CIRCLES ARE UTILIZED TO BRING STUDENTS TOGETHER WHEN THERE MAY BE TOPICS TO BE DISCUSSED OR THERE MAY BE DISSENSION THAT MAY HAVE OCCURRED, MISUNDERSTANDINGS THAT MAY HAVE OCCURRED BETWEEN STUDENTS.

AND THESE ARE OFTEN LED BY THE STAFF, TEACHERS AND SOMETIMES EVEN OUR STUDENTS IN ORDER TO RESTORE RELATIONSHIPS AMONG STAFF TO STAFF, AMONG STAFF, TO STUDENTS AS WELL AS STUDENTS, THE STUDENTS.

ANOTHER KEY FEATURE FOR H.F.

STEVENS IS REALLY JUST A VARIETY OF DIVERSE EXTRACURRICULAR CLUBS AND ORGANIZATIONS THAT THEY OFFER THROUGHOUT THE YEAR TO CONNECT THEIR DIVERSE LEARNERS TO THE CAMPUS IN A MULTITUDE OF WAYS.

AND SO YOU'LL SEE HERE JUST A COUPLE OF THE FLIERS OF A PROGRAM THAT THEY OFFER TO CONNECT THEIR KIDS SOCIALLY AND EMOTIONALLY TO THE CAMPUS.

AS MENTIONED PREVIOUSLY, PROFESSIONAL LEARNING COMMUNITIES GUIDE THE PLANNING PROCESS, PROFESSIONAL LEARNING COMMUNITIES ARE WHERE OUR TEACHERS MEET WEEKLY, MEET WEEKLY BY DEPARTMENT TO PLAN HIGH LEVELS INSTRUCTION, WHILE WEEKLY ADVISORY PERIODS ARE ALSO USED FOR INTERVENTIONS SO THAT MOST OF OUR MIDDLE SCHOOLS, HF STEVENS INCLUDED, THEY HAS IDENTIFIED A PERIOD THROUGHOUT THE DAY WHERE STUDENTS IS LIKE THEIR HOMEROOM, WHERE STUDENTS WOULD ATTEND AND THEY ARE RECEIVING INTERVENTION WHEN THERE MAY BE A BREAK DOWN THROUGHOUT THE WEEK IN A PARTICULAR AREA OF LEARNING YOUR PARTICULAR CONTENT AREA, A PARTICULAR SKILL THAT HAS BEEN IDENTIFIED, THEIR ADVISORY PERIODS ARE USED TO RECAPTURE THAT LEARNING AS WELL AS CLOSE THE GAP.

IN ADDITION, A KEY ELEMENT OF THE CURRICULUM INSTRUCTION SUPPORT AT HF STEVENS IS THEIR EAGLE ACADEMY.

AS DR. MCFARLAND MENTIONED, MANY OF THE ACTIVITIES THAT ARE UTILIZED WE WOULD NORMALLY

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SO FINDING WAYS TO CONTINUE THOSE THINGS VIRTUALLY AND RECAPTURE THOSE STUDENTS THAT MAY NOT HAVE BEEN ENGAGED AS FULLY AS WE LIKE, EAGLE ACADEMY WILL BE ONE OF THE MEANS THAT THEY LAUNCH THIS SPRING IN ORDER TO DO SO.

AT EAGLE ACADEMY, IT IS AN EXTENSION TO THEIR DAY ON TUESDAYS AND THURSDAYS AND THEN OFTEN ON SATURDAYS AS WELL, OR STUDENTS HAVE AN OPPORTUNITY TO COME INTO THE BUILDING.

AND AGAIN, ACADEMIC INTERVENTION IS OFFERED AS WELL AS ADDITIONAL OTHER COURSES AS DEEMED NECESSARY AND APPROPRIATE FOR THE STUDENTS.

GOAL TWO, THE HEAVY FOCUS FOR H.F.

STEVENS AS WELL, WHICH IS THE ABILITY TO ENGAGE THE COMMUNITY, AS PREVIOUSLY MENTIONED, THEY HAVE A VARIETY OF ZOOM WEBINAR SESSIONS.

THE PRINCIPAL HAS PERSONALLY, MS. BUCKHALTON HAS PERSONALLY HOSTED SEVERAL OF THESE SESSIONS WITH HER STUDENTS AROUND TOPICS THAT ARE PREVALENT TO THE MIDDLE SCHOOL CHILD, AS WELL AS WITH THE PARENTS FOR TOPICS THAT ARE RELEVANT TO PARENT INVOLVEMENT IN THE SCHOOL SYSTEM, AS WELL AS HOW THE COMMUNITY AT LARGE CAN SUPPORT THEIR NEEDS AND RISE IN THE MIDDLE SCHOOL CHILD.

AS MANY CAMPUSES YOU WILL SEE, WEEKLY NEWSLETTERS ARE OFFERED, AS WELL AS CUSTOMER SERVICE TRAINING IN THE FRONT OFFICE TO ENSURE THAT WE ARE ENGAGING OUR COMMUNITY WHEN THEY WALK THROUGH THE FRONT DOORS.

AND AGAIN, OUR SECOND PART OF AN ENGAGED COMMUNITY, YOU'LL SEE HERE, PICTURED PRINCIPAL BUCKHALTON RECEIVING A BASKET, OR A BAG OF GIFT CARDS FROM ONE OF OUR COMMUNITY MEMBERS THAT ARE VERY SUPPORTIVE.

WE HAVE A VARIETY OF PARTNERSHIPS AROUND THE DISTRICT AND THIS CAMPUS IS VERY INTENTIONAL ABOUT GOING OUT TO SEEK THOSE PARTNERSHIPS.

HERE YOU WILL SEE A GENTLEMAN COMING IN TO BRING THREE HUNDRED AND FIFTY DOLLARS WORTH OF GIFT CARDS FROM SUBWAY AND SONIC I BELIEVE FOR A TEACHER RECOGNITION AND INCENTIVE PROGRAMS TO BE UTILIZED ON THE CAMPUS THROUGHOUT THE YEAR.

YOU WILL ALSO SEE OUR FABULOUS STAFF FROM THE COMMUNITY AND SCHOOLS THAT PLAY A VITAL ROLE OF PARTNERING WITH THE LEADERSHIP TEAM AT H.F.

STEVENS MIDDLE SCHOOL TO JUST GO OUT AND CONNECT WITH THE COMMUNITY AND ENSURE THAT STUDENTS AND FAMILIES HAVE THE RESOURCES THAT THEY NEED, BOTH INSIDE THE CLASSROOM AS WELL AS OUTSIDE THE CLASSROOM WALLS.

AND FINALLY, GOAL THREE IS OUR EMPOWERED, EMPOWERED STAFF GOAL THREE CENTERED AROUND EMPOWERING STAFF H.F.

STEVENS, LIKE ALL OF OUR C AS THE CAMPUSES SUPPORT THE DISTRICT'S PD OPPORTUNITIES AND ENHANCE TEACHERS LEARNING BY OFFERING A TIERED PROGRAM FOR THE STAFF MEMBERS BASED UPON THEIR NEEDS. SO AS THEY SEE NEEDS FOR THEIR TEACHERS TO DEVELOP IN A PARTICULAR AREA, THEY HAVE MANY CHOICES OF THE CAMPUS LEVEL STAFF DEVELOPMENT THAT THEY ARE ABLE TO ATTEND THAT ARE PROVIDED BY NOT ONLY OUR PROFESSIONAL DEVELOPMENT DEPARTMENT BUT ALSO THE CAMPUS LEADERSHIP TEAM.

A KEY RESOURCE FOR THE HF STEVENS TEAM AS WELL.

AS YOU SEE, JUST KIND OF A PICTURE HERE OF THE WEB PAGE FOR THE TEACHING CHANNEL.

AND THAT IS A KEY RESOURCE THAT THEY USE WHERE TEACHERS ALL HAVE ACCESS TO HIGH QUALITY LESSONS, AS WELL AS VIDEOS AND RESOURCE THAT SHOWCASE TEACHERS DEMONSTRATING LESSONS IN CONTENT AND CONTENT SPECIFIC FOR PROFESSIONAL DEVELOPMENT.

AND FINALLY, ANOTHER HIGHLIGHT FOR STEPHENS IS THEIR TEACHING LAB, WHERE THE CAMPUS LEADERSHIP TEAM IS INDIVIDUALLY GOING IN AND DOING SOME ONE ON ONE PEER TEACH WITH THEIR TEACHING, WITH THEIR TEACHERS, WHERE THEY MAY TEACH A LESSON, WHERE TEACHER OBSERVES, AND THEN THEY'LL GO BACK AND IMPLEMENT THAT SAME LESSON AND RECEIVE FEEDBACK FROM THE TEAM.

[00:25:03]

SO, AGAIN, I APPRECIATE AN OPPORTUNITY TO PRESENT TO YOU HF STEVENS PLAN AND DEFINITELY AVAILABLE MYSELF AND MS. BUCKHALTON TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE AT THIS TIME.

THANK YOU SO MUCH, DR.

BERRY. ARE THERE ANY QUESTIONS FROM THE BOARD AT THIS TIME? OK, YOU DON'T HAVE ANY QUESTIONS, THANK YOU.

DR. MCFARLAND, PICK UP, MADAM PRESIDENT, BOARD MEMBERS, AS YOU KNOW, WE WITH THE CAMPUS IMPROVEMENT PLANS, WE HAVE ACTUALLY MULTIPLE CAMPUSES, BASICALLY ALL CAMPUSES HAVE THE COMPLETE CAMPUS IMPROVEMENT PLANS UNLESS THEY FOLLOW UP ON THE FEDERAL GUIDELINES.

SO WE DO HAVE A COUPLE OF CAMPUSES THAT FALL UNDER THE FEDERAL REQUIREMENT.

AND THERE'S A REQUIREMENT THAT A TARGETED IMPROVEMENT PLAN IS CREATED.

AND YOU'LL SEE SLIGHT DIFFERENCES BETWEEN THE CAMPUS IMPROVEMENT PLAN AND THE TARGETED IMPROVEMENT PLAN. AND DR.

MOSLEY WILL LEAD US THROUGH A DISCUSSION OF THE TARGET IMPROVEMENT PLANS AND ATTEMPT TO MAKE THE CONNECTION BETWEEN THE TWO.

DR. MOSLEY. THANK YOU, MADAM PRESIDENT, BOARD OF TRUSTEES AND DR.

MCFARLANE, THANK YOU FOR THE OPPORTUNITY THIS AFTERNOON TO PRESENT THE TARGETED IMPROVEMENT PLANS.

THE TARGETED IMPROVEMENT PLAN FRAMEWORK ALLOWS FOR IDENTIFIED CAMPUSES TO ORGANIZE THEIR CONTINUOUS IMPROVEMENT EFFORTS THROUGH AN ONLINE PROCESS FOR IMPROVEMENT.

IT ALLOWS THEM ALSO TO USE A COMMON LANGUAGE AND PRACTICES FOR EFFECTIVE SCHOOLS THAT ARE HIGH PERFORMING IN PRACTICES THAT THEY ENGAGE IN DAILY.

IT ALSO ALLOWS AN ALIGNMENT THAT COMMITS RESOURCES TO STUDENT OUTCOMES.

NEXT SLIDE, PLEASE.

THE GREAT NEWS FOR US HERE IN CROWLEY ISD IS THAT WE'VE ALREADY IDENTIFIED OUR DESIRED OUTCOMES THROUGH OUR BOARD GOALS AND THE EFFECTIVE SCHOOL FRAMEWORK HAS THE FIVE LEVERS THAT ALLOW US TO CONNECT TOO.

AND SO WE'VE CREATED JUST A CROSS WALK TO SHOW YOU WHERE WE ALIGN WITH THE EFFECTIVE SCHOOLS FRAMEWORK. FIRST AND FOREMOST, WHEN WE TALK ABOUT LEVER ONE STRONG SCHOOL LEADERSHIP IN PLANNING, WE ALIGN THERE IN OUR GOAL.

THREE WITH EMPOWERED STAFF EFFECTIVE.

WE ALL SUPPORTED TEACHERS AGAIN, BOARD GOAL THREE EMPOWER STAFF CONNECTS THEIR.

ALSO, BOARD GOAL, EFFECTIVE SCHOOL FRAMEWORK GOAL, POSITIVE SCHOOL CULTURE CONNECTS TO OUR BOARD GOAL, ENGAGED COMMUNITY AS WELL AS EMPOWERED STAFF AND THEN LEVER FOR NEXT TO BOARD GOAL ONE, THRIVING STUDENTS, AS DOES OF EFFECTIVE INSTRUCTION.

WITH OUR WALK THROUGH THIS AFTERNOON FOR THE TARGETED IMPROVEMENT, PLANS WILL BE USING DAVID WALKER IMPROVEMENT EFFORTS AS OUR LANDS.

SO LET'S JUMP RIGHT IN.

LEVER ONE, STRONG SCHOOL LEADERSHIP, WHICH CONNECTS TO, AGAIN, BOARD GOAL THREE,, SPECIFICALLY ADDRESSES CAMPUS LEADERSHIP, THE IDENTIFYING, BUILDING AND STRENGTHENING OF INDIVIDUALS THAT ARE BEING PREPARED TO BE STRONG INSTRUCTIONAL LEADERS.

THE LEVER EXPECTATIONS ARE CENTERED AND FOCUSED ON A SET OF ACTIONS, ESSENTIAL ACTIONS AND THE ARTIFACTS THAT ALLOW US TO KNOW THE WORK IS HAPPENING ON CAMPUSES.

AND SO HERE YOU SEE A SET OF ACTIONS THAT ARE THE EXPECTATIONS AND ON THE NEXT SLIDE WILL SHOW YOU THE AFTER EFFECTS THAT ALLOW US TO KNOW IT'S HAPPENING ON CAMPUS.

THE ARTIFACTS AND ACTIONS ARE EVIDENCED THROUGH CAMPUS LEADERSHIP TEAM MEETINGS, LEADING GRADE LEVEL CONTENT, SPECIFIC TEAM MEETINGS, REVIEWING TEACHER ACTION PLANS, CAMPUS COLLABORATION WALKS AND DATA DISAGGREGATION WALKS.

THESE JOB EMBEDDED OPPORTUNITIES FOR THE INSTRUCTIONAL TEAM THAT IS AT THE CAMPUS ALLOWS US TO KNOW THAT GREAT THINGS ARE HAPPENING ON THE CAMPUS.

DAVID WALKER IS ALSO WELL FOCUSED WITH THE ESSENTIAL ACTIONS THAT SUPPORT LEVER TWO.

EXPECTATIONS FOR LEVER TWO, ARE CENTERED ON RECRUITMENT, RECRUITMENT, INDUCTION AND RETENTION OF HIGHLY QUALIFIED STAFF.

MRS. RANDALL AND HER LEADERSHIP TEAM UTILIZE A HIRING PROTOCOL.

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THE ESSENTIAL ACTIONS AND ARTIFACTS THROUGH THIS GRAPHIC HERE, YOU'LL SEE A SUMMER COLLABORATION WHERE MRS. RANDALL AND HER TEAM, HER LEADERSHIP TEAM PARTICIPATED IN HIRING EXERCISE.

THEY INITIALLY TOOK THE OPPORTUNITY TO LOOK AT THEIR STAFF AND TO TALK ABOUT THEIR STRENGTHS AND HOW THEY WOULD BE A BENEFIT TO THE CAMPUS AND THEN TO LOOK AT THE HIRING CANDIDATES AND THEIR STRENGTHS AND TO ALIGN THOSE PRACTICES TO CREATE GREAT OPPORTUNITIES FOR IMPROVING ACHIEVEMENT AT CAMPUS.

THEY ALSO USE A NUMBER OF PROGRAMMINGS THAT ARE AT THE DISTRICT LEVEL AND CAMPUS LEVEL FOR CANDIDATES WHO HAVE BEEN HIRED ON THROUGH THE END, PARTICIPATE THROUGH THE MINT PROGRAM, WHICH IS AN INDUCTION MENTORSHIP PROGRAM, AS WELL AS OUR TIPS AND TOOLS, WHICH HELPS TO STRENGTHEN CONTENT KNOWLEDGE AS WELL AS OTHER CLASSROOM SKILLS THAT ALLOW TEACHERS TO GROW STRONG.

LEVER THREE, POSITIVE SCHOOL CULTURE WHEN WE FOCUS OUR ACTIONS THERE, WE SEE THAT THE MORE THAT THESE GOALS FOR THE EFFECTIVE SCHOOL FRAMEWORK TALKS ABOUT ALIGNING A VISION, THE MISSION AND THE VALUES ALL IN A SAFE ENVIRONMENT, THE ESSENTIAL ACTIONS ARE TO BE TARGETED TOWARDS ENGAGED IN CREATING AND CONTINUOUSLY REFINING THE CAMPUSES MISSION.

THE CAMPUS PRACTICES AND POLICIES DEMONSTRATE HIGH EXPECTATIONS THAT STAFF MEMBERS SHARE A COMMON UNDERSTANDING, AS WELL AS USING CAMPUS SURVEYS TO GUIDE AND SHAPE WHAT'S HAPPENING ON CAMPUS. THE ESSENTIAL ARTIFACTS THAT WERE COLLECTED HERE AMONG MANY, DAVID WALKER ALLOWS PARENTS TO BE A PART OF SHAPING THE INSTRUCTION AS WELL AS PARTICIPATING IN SHAPING THE CULTURE THAT'S THERE AT THE CAMPUS HERE.

DAVID WALKER HAILED THEIR PARENT MEETING FOR THEIR TARGETED IMPROVEMENT PLAN.

THEY WANTED TO HAVE THE COMMUNITY BUY IN TO TALK ABOUT HERE ARE WHERE OUR DEFICITS ARE, AND HERE'S HOW WE'RE WORKING TO CLOSE THOSE GAPS FOR OUR STUDENTS.

AND THEN ANY ELEMENTARY PRINCIPAL WORTH THEIR GRAIN OF SALT WILL DO ANYTHING TO IMPROVE THE CULTURE ON THEIR CAMPUS, TO INCLUDE DRESSING UP LIKE AN ELF, YOU SEE MRS. RANDALL AND HER ASSISTANT PRINCIPAL WHO HAVE JUST DECIDED WE'RE GOING TO SPREAD A LITTLE CHEER DURING THIS CHRISTMAS SEASON.

AND SO THEY PARTICIPATED IN 15 DAYS OF CHRISTMAS WHERE THEY WENT THROUGHOUT THE BUILDING JUST CELEBRATING TEACHERS AS WELL AS STUDENTS ON THE CAMPUS.

AND THEN THEY ALSO DURING THIS SEASON TALKED ABOUT ALLOWING THE PARENT COMMUNICATOR AWARD. THEY SELECTED THE DOJO MESSAGES AND SEE-SAW MESSAGES THAT TEACHERS USE TO COMMUNICATE WITH PARENTS AS A REWARD.

AND SO THEY ALSO WERE PASSING OUT COMMUNICATOR AWARDS DURING THIS.

WAY TO GO, MS. RANDAL AND TEAM.

LEVER FOUR CONNECTS US TO HIGH QUALITY CURRICULUM, AND IT ALSO CONNECTS TO BOARD GOAL ONE, THRIVING STUDENTS, THE ESSENTIAL ACTIONS FOR BOARD GOAL FOR LEVER FOUR WHEN WE LOOK AT ALIGN CURRICULUMS AND CULTURALLY RELEVANT INSTRUCTIONAL MATERIALS AND JOB AND BETTER PROFESSIONAL DEVELOPMENT.

DAVID WALKER USES A WALKER ONE PAGER, THIS ONE PAGER IS PACKED WITH THE SCIENCE POWER STANDARDS AS WELL AS ELAR POWER STANDARDS, THE ONE PAGER ALLOWS TEACHERS TO REMOVE ALL OF THE EXTRANEOUS INFORMATION THAT MAY BE EXISTING WHEN THEY ARE WORKING WITH UNPACKING THEIR TEKS AND JUST CONCENTRATING ON THESE SPECIFIC POWER STANDARDS THAT CONNECT TO OUR STUDENTS. THEY ALSO USE A VIRTUAL PARENT MEETING.

WE'VE TALKED ABOUT THEIR PARENT MEETINGS, BUT THEY ALSO USE THE VIRTUAL PARENT MEETING PROCESS TO SUPPORT PARENTS WITH SCHEDULE CHANGES, AS WELL AS CHANGING FROM VIRTUAL TO FACE TO FACE. AND THEY ALLOW THEIR PARENTS TO PARTICIPATE IN THIS PROCESS WITH THEIR STUDENT. WALKER ALSO USES THE DAVID WALKER PLC CALENDAR.

AGAIN, THEY ARE PROJECTING FOR HERE'S WHAT'S COMING UP FOR US AND LET'S PLAN AHEAD.

[00:35:02]

AND THEN LASTLY, LEVER FIVE, WHICH IS THE CORE OF THE ESSENTIAL SCHOOL'S FRAMEWORK, EFFECTIVE INSTRUCTION.

AGAIN, IT IS FOCUSED ON DAILY LESSON PLANNING, CAMPUS INSTRUCTIONAL LEADERSHIP, WHAT'S HAPPENING IN YOUR PLC'S PROTECTED TEACHER COLLABORATION TIME, AS WELL AS DATA WALLS FOR STUDENT PROGRESSES AND THE ESSENTIAL ACTIONS AROUND THIS PARTICULAR LABOR AND ARTIFACTS ARE WALKER USES A BILINGUAL COLLABORATIVE WALKS, THEY NOT ONLY USE THEM IN THEIR [INAUDIBLE] POPULATION, BUT THEY USE THEM IN THEIR BILINGUAL POPULATION TO ENSURE THAT OUR ACTIONS ARE ALIGNED WITH WHAT WE SAY WE WANT FOR OUR CHILDREN AND WHAT THE EXPECTATIONS ARE FOR OUR CHILDREN.

THEY USE TEACHER ACTION PLANS AND STUDENT GOAL SETTING PROCESSES TO SUPPORT STUDENT GROWTH ON CAMPUS AND THEN ULTIMATELY USING LONG RANGE HORIZONTAL AND VERTICAL PLANNING TO SUPPORT THE IMPROVEMENT OF STUDENT OUTCOMES ON CAMPUS AS WELL.

THAT IS REALLY A HIGH LEVEL OVERVIEW OF THE TARGETED IMPROVEMENT PLAN PROCESS.

MRS. RANDALL IS HERE THIS AFTERNOON, THE PROUD PRINCIPAL AT DAVID L WALKER, AND SHE AND I WOULD BE GLAD TO ADDRESS ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU, DR. MOSLEY FOR YOUR PRESENTATION.

ARE THERE ANY QUESTIONS FROM THE BOARD AT THIS TIME FOR DR.

MOSLEY OR MRS. RANDALL? MS. HALL, I HAVE, I ACTUALLY HAVE TWO QUESTIONS, ONE WITH DR.

MOSLEY AND THEN I HAVE ONE FOR DR.

BARRY, WHICH I WANTED TO ASK, AND I DON'T KNOW WHY I DID IT, BUT I REALLY WANT TO KNOW THE ANSWER. SO LET'S START WITH DR.

MOSLEY, THE OR MISS RANDALL, THE PARENT PARTICIPATION FOR THE VIRTUAL MEETING.

HAS THAT BEEN A HUGE SUCCESS OR BECAUSE MOST OF THE TIMES ON ELEMENTARY SCHOOLS BEING AT A COUPLE THROUGHOUT THE MY TENURE AT THE CISD PIGGYBACKS OFF OF A PERFORMANCE OF SOME SORT FOR SECOND GRADERS OR WHATEVER IT IS.

HAS THE PARTICIPATION FROM THE PARENTS BEEN GREAT? IS THIS SOMETHING THAT WE SHOULD LOOK MORE INTO FOR ALL CAMPUSES AND? SO I'M GOING TO LET MRS. RANDALL TELL YOU SPECIFICALLY ABOUT DAVID L WALKER'S PARTICIPATION, BUT ALL FOUR IDENTIFIED TIP CAMPUSES ARE TO USE THAT PROCESS.

AND I CAN TELL YOU, ALL FOUR MEETINGS THAT I ATTENDED WERE WILL ATTEND.

I WAS VERY SURPRISED BY THE ATTENDANCE OF PARENTS, PARTICULARLY ON A WEEKNIGHT RIGHT AFTER WORK IN THOSE KINDS OF THINGS.

I HAVE TO SAY WE REALLY SHOULD PAT OUR COMMUNITY ON THE BACK.

THEY WERE THERE AND EAGER TO LEARN MORE ABOUT HOW TO IMPROVE THE INSTRUCTION ON MY CHILD'S CAMPUS. MRS. RANDALL. I JUST GOT A TEXT.

THERE SHE IS, MS. RANDALL, CAN YOU HEAR US? YES, IT'S JOINING AND I STARTED HAVING A HEART ATTACK.

I DID. SO ONE OF THE THINGS THAT WE DID TO MAKE SURE THAT WE HAD THAT ENGAGEMENT, MR. GRASSIA, WAS WE HELD IT MULTIPLE TIMES AT DIFFERENT TIMES BECAUSE WE HAVE A TON OF PARENTS THAT WORK THE NIGHT SHIFT THAT GET OFF IN THE MORNING.

SO WE HELD DAY MEETINGS AND NIGHT MEETINGS FOR A STRAIGHT WEEK TO REALLY MAKE SURE THAT WE JUST KEPT PRESENTING THE SAME INFORMATION OVER AND OVER, AND PARENTS HAD AN OPPORTUNITY TO BE A PART OF AND THEN THOSE THAT COULDN'T WE STILL SENT THE INFORMATION OUT VIA CISD BLACKBOARD.

AND SO WE PUSHED IT OUT THROUGH THE APP, TEXT MESSAGE, SKYWARD SO THEY WOULD STILL HAVE ACCESS TO THE INFORMATION EVEN IF THEY WEREN'T ABLE TO PARTAKE IN THE ZOOM.

MR. GRASSIA, YOU HAD A SECOND? NOW, I DID I FIRST OF ALL, I REALLY WANT TO THANK YOU ALL FOR PUSHING THAT TO THE PARENTS, BECAUSE I THINK IN THIS AGE THAT WE'RE IN RIGHT NOW OF THE UNKNOWING, I THINK A LOT OF TIMES THAT MAKING SURE THAT JOHNNY IS DOING IS STILL HIS SCHOOLWORK IS PROBABLY NOT THE HIGHEST PRIORITY FOR A LOT OF THESE PARENTS.

AND I APPRECIATE YOU ALL DOING THAT.

SO THANK YOU VERY MUCH.

THE SECOND ONE THAT I HAD WAS WAS FOR DR.

[00:40:04]

AND MANY OF THE CAMPUSES HAVE A VERSION OF THIS THAT HAS BEEN SUCCESSFUL IN CONNECTION WITH JUST OUR PBIS THAT I MENTIONED EARLIER, BUT OUR POSITIVE BEHAVIOR AND INCENTIVE SYSTEMS. AND SO IF SHE IS ON HERE, I'LL LET HER SPEAK TO THAT, BECAUSE THAT'S DEFINITELY ONE OF THAT TEAM.

THAT'S THE ONE OF THEIR BABIES THAT THEY ARE VERY PROUD OF AND HAS REALLY HAD SOME POSITIVE RESULTS FOR US IN TERMS OF JUST CHANGING STUDENT BEHAVIOR.

SO I DON'T, IS SHE ON YET MR. KIRCHER? PRINCIPAL BUCKHALTON, CAN YOU HEAR US? I CAN, GOOD EVENING, HOW ARE YOU GUYS DOING? YES, RESET, IT STANDS FOR REINFORCING EXPECTATIONS FOR SUCCESS, EXCELLENCE AND TRUSTWORTHINESS, AND IT'S SOMETHING THAT WAS BORN BECAUSE WE FELT LIKE WE KEPT CONTINUOUSLY SEEING THE SAME KIDS GET IN TROUBLE.

AND SO WE DECIDED THAT IN SCHOOL SUSPENSION WAS NOT A DETERRENT.

AND SO I WANTED STUDENTS TO BE ABLE TO GO IN AND COME OUT BETTER THAN THEY WERE WHEN THEY CAME IN. SO WE DECIDED THAT WE WOULD KIND OF MAKE IT NOT SAY THAT ISS SHOULD BE POSITIVE, BUT IT SHOULD BE A LEARNING EXPERIENCE.

AND SO STUDENTS, WE HAVE SEEN, I GUESS, RECIDIVISM GO DOWN.

WE DON'T SEE A LOT OF REPEAT OFFENDERS.

WE PULLED IN THE COUNSELORS IN OUR CITIES, SOCIAL WORKER.

THE STUDENTS MUST PARTICIPATE IN A REFLECTIVE ACTIVITY.

THEY HAVE TO PARTICIPATE IN A CIRCLE WITH THE COUNSELORS OR THE OR THE CIS SOCIAL WORKER.

AND NOW WE HAVE GIRLS INC INVOLVED.

AND SO IT HAS REALLY TAKEN DOWN OUR NUMBERS OF REPEAT OFFENDERS.

WE HAVE REALLY SEEN A DECREASE OF STUDENT TO STUDENT CONFLICT AND HAVE BEEN ABLE TO TEACH STUDENTS HOW TO RESOLVE CONFLICTS IN A IN AN APPROPRIATE WAY THROUGH WHAT THEY LEARN THROUGH THE SESSIONS AND RESET.

ACADEMICALLY, STUDENTS WERE ABLE TO GO IN THERE AND THE ISOLATION TIME AND NOT HAVING TO CHANGE CLASSES.

THEY WERE ABLE TO GO IN AND GET CAUGHT UP ON THEIR WORK.

THE ISS TEACHER THAT WE HIRED, I WAS AT THE TIME WHEN I WAS LOOKING TO THE WE HAD MOVED THE OTHER PERSON TO ANOTHER POSITION IN THE BUILDING.

SO WE HIRED A FORMER.

I THINK I CAN YOU HEAR ME? YES. YES, WE CAN HEAR YOU.

OK, SO WE HAD HIRED A FORMER TEACHER, AND SO HE REALLY DOES A REALLY GREAT JOB OF GETTING THOSE STUDENTS CAUGHT UP.

SO TEACHERS USE SYSTEMS LIKE ACHIEVE THREE THOUSAND OR AND NOW INGENUITY TO PUT IN LESSONS THAT STUDENTS MAY HAVE MISSED.

OR THEY DO FLIPPED CLASSROOMS SO THAT THEY CAN GET CAUGHT UP.

AND SO A LOT OF TIMES THE BEHAVIORS WERE CHANGED BECAUSE THEY WENT BACK INTO THEIR CLASSROOM AND THEY WERE CAUGHT UP.

SO THERE WAS A CONFIDENCE THAT WAS BUILT IN THOSE STUDENTS.

AND SO THE BIGGEST IMPACT THAT WE HAVE SEEN WAS THAT WE HAVE NOT SEEN THE NUMBER OF REPEAT OFFENDERS COMING IN IN SCHOOL SUSPENSION.

AND PARENTS DON'T SEE IT AS NECESSARILY PUNITIVE.

WHEN STUDENTS MAKE MISTAKES, WE DO PUT THEM IN THERE AS A WAY TO RESET THE BEHAVIOR AND TO GET THEM ON THE RIGHT TRACK.

I LIKE THAT TERM, THE RESET TERM, I LIKE THAT THAT'S AN DOESN'T HAVE A NEGATIVE CONNOTATION, SO.

I LIKE THAT. THAT'S THAT'S GREAT.

THANK YOU. THANK YOU, MS. BUCKHALTON, AND THANK YOU, DR.

BERRY. I AGREE WITH YOU, MR. GRASSIA, I LIKE I LIKE THE ACRONYM FOR RESET AS WELL.

[00:45:02]

YOU DON'T MIND IF YOU CAN PROVIDE THE INFORMATION WHICH SCHOOLS CURRENTLY? WELL, TWO QUESTIONS.

FIRST, CAN YOU, I GUESS, EXPLAIN WHY SOME CAMPUSES HAVE INTERVENTION PLANS VERSUS CAMPUS IMPROVEMENT PLANS? AND THEN COULD YOU LET US KNOW WHICH OF THE CAMPUSES HAVE INTERVENTION PLANS JUST BECAUSE IT'S THE PUBLIC HEARING? I WANT TO ASK QUESTIONS FOR THOSE WHO MAY NOT KNOW.

YES, MA'AM. SO, MADAM PRESIDENT, BOARD MEMBERS, YOU KNOW, THE STATE JUST REQUIRES ALL LAW SCHOOLS TO HAVE A CAMPUS IMPROVEMENT PLAN WITH WITH CLEAR, CLEARLY IDENTIFIED ACTIONS THAT ARE TAKEN THAT WE DON'T NECESSARILY HAVE EVERYTHING WE'RE DOING IN OUR CAMPUS PLAN.

BUT BUT THE THE BIG ITEMS THAT WE'RE TAKING ACTION ON OUR PART OF CAMPUS IMPROVEMENT PLANS. THE FEDERAL GOVERNMENT THEN STEPS IN AND ALSO REQUIRES TARGETED IMPROVEMENT PLANS FOR SCHOOLS THAT FOR WHATEVER REASON, AT SOME POINT IN TIME HAVE NOT MET A STANDARD OR TWO. AND IT COULD BE ONE STANDARD THREE YEARS AGO OR IT COULD BE SOMETHING SOON.

AND I'LL LET MOSLEY GET TO THE DETAILS ON THAT.

BUT WE HAVE ONLY A FEW CAMPUSES WITH WITH TARGETED IMPROVEMENT PLANS, BUT ALL THE CAMPUSES ARE REQUIRED TO DO A CAMPUS IMPROVEMENT PLAN.

SO, DR. MOSLEY, WON'T YOU JUST TALK TO US ABOUT THE QUALIFICATIONS FOR A TARGETED IMPROVEMENT PLAN? YOU'RE ABSOLUTELY RIGHT, DR.

MCFARLAND. THE TARGET IMPROVEMENT PLANS WE HAVE FOR CAMPUSES THAT PARTICIPATE IN THE TARGET IMPROVEMENT PLAN PROCESS, PARKWAY ELEMENTARY SCHOOL, DAVID L WALKER, METAL CREEK ELEMENTARY SCHOOL AND POYNTER ELEMENTARY.

THOSE FOUR HAVE TARGET IMPROVEMENT PLANS.

AND AS DR.

MCFARLAND SAID SOMEWHERE ALONG THE WAY, THEY'VE MISSED A FEDERAL REQUIREMENT, A FEDERAL TARGET. AND TYPICALLY IT IS FOUND WITHIN A SUB POP EITHER WITH ETHNICITY OR PERHAPS IT CAN BE A MEASURE SOMEWHERE ELSE.

BUT TYPICALLY IT IS WITHIN ONE OF THE SUBPOPULATIONS.

AND SO WE WEREN'T SPECIFICALLY TARGETING THOSE AREAS.

THEY ASKED THE CAMPUSES TO LOOK AT PERHAPS WHAT WERE YOUR BARRIERS AND TO LOOK AT THE FOUNDATION FOR WHY YOU MISSED THAT TARGET AND THEN ASKED THEM TO WORK TOWARDS CLOSING THEM. ALSO, MADAM PRESIDENT, PLAN, THERE ARE SEVERAL OTHER LAYERS OF PLANS THAT WE ACTUALLY USE THAT WE, OF COURSE, JUST DON'T HAVE THE TIME TO SHARE WITH YOU ALL.

YOU ALL, WHEN WE WERE FACE TO FACE, PROBABLY REMEMBER US DOING THE PIT STOPS AND DOING OUR PIT STOPS, WE ACTUALLY SHOW THE ACTION PLANS.

AND SO SO WE HAVE THE CAMPUS IMPROVEMENT PLAN, WHICH IS A STATE REQUIREMENT, THE TARGETED IMPROVEMENT PLAN, WHICH IS A FEDERAL REQUIREMENT.

AND HERE LOCALLY, WE HAVE ACTUAL ACTION PLANS.

AND WITH THESE ACTION PLANS, WE LOOK CLOSELY AT OUR DATA.

WE HAVEN'T SHARED A LOT OF DATA WITH YOU TONIGHT, BUT WITH OUR ACTION PLANS ON CAMPUS ACTION PLANS, WE LOOK AT OUR DATA AND THE CAMPUSES EVERY CYCLE, IDENTIFY WHAT WE CALL OUR OUR SMART GOALS.

WE CREATE THESE GOAL TREES.

AND THESE GOALS ARE DATA DRIVEN GOALS THAT ALLOW US TO ACTUALLY MONITOR OUR PROGRESS.

AND WE NORMALLY ARE MONITORING OUR PROGRESS BASED UPON OUR COMMON ASSESSMENTS OR BASED UPON OTHER OTHER BENCHMARKS OR OTHER OTHER ASSESSMENTS THAT WE'RE TAKING.

WE'RE ACTUALLY MONITORING DATA AND CREATING ACTION PLANS ON THOSE DATA, ON THE DATA THAT WE RECEIVE. SO WE HAVE THESE CAMPUS IMPROVEMENT PLANS AND THEN WE HAVE THE ACTUAL ACTION PLANS THAT ARE BASED ON DATA CAPITAL IMPROVEMENT PLAN, MAYBE BASED UPON COMPREHENSIVE THINGS THAT MAY NOT BE CONNECTED TO DATA, CULTURE, CLIMATE COMMUNICATION, SAFETY.

THOSE THINGS ARE NOT A PART OF OUR CAMPUS ACTION PLAN.

THE ACTION PLAN IS ACTUALLY BASED UPON THE DATA.

WHEN WE COME BACK IN JANUARY, WE WILL ACTUALLY DIVE DEEPER INTO INTO THE DATA.

AND SO YOU'LL BE ABLE TO SEE OUR DISTRICT PLAN AND THEN WE'LL BEGIN TO SHARE WITH YOU WHERE WE ARE WITH OUR DATA AND WHERE WE ARE WITH OUR ACTION PLANS INTERNALLY.

THANK YOU, DR. MCFARLAND, AND DR.

MOSELY FOR THAT EXPLANATION, I GUESS FOR MYSELF PERSONALLY, JUST KNOWING THAT WHAT WE'RE EXPERIENCING NOW, THE INSTRUCTION THAT THE ENGAGEMENT, THOSE THINGS, KNOWING THAT OUR NUMBERS WILL PROBABLY BE IMPACTED AS FAR AS OUR PERFORMANCE IN THE SPRING, I THINK WE'RE ALL GRATEFUL THAT THERE WON'T BE SOME ACCOUNTABILITY RATINGS.

BUT STILL KEEPING AN EYE OUT JUST FOR THE PERFORMANCE AND, YOU KNOW, JUST LOOKING FORWARD TO HEARING THAT. SO, YES, I WOULD BE PERSONALLY EAGER TO HEAR HOW WE'RE HOW OUR STUDENTS

[00:50:02]

OK, ARE THERE ANY OTHER QUESTIONS FROM THE BOARD? WAS THIS OUR LAST PRESENTATION FOR TARGETED PLANS AND IMPROVEMENT PLANS, CAMPUS PLANS? MADAM PRESIDENT, THIS IS OUR LAST PRESENTATION, BUT I WOULD LIKE TO TAKE A COUPLE SECONDS IF THERE ARE NO OTHER QUESTIONS, I'D LIKE TO TAKE A COUPLE SECONDS TO TALK ABOUT OUR CURRENT PRACTICE RIGHT NOW WITH VIRTUAL LEARNING AND SOME MODIFICATIONS THAT WE'RE CONSIDERING, OK? I JUST I ASK ONLY BECAUSE I WANTED TO PROVIDE AN OPPORTUNITY FOR ANYONE WATCHING THE PUBLIC HEARING THAT MAY HAVE QUESTIONS BEYOND THE BOARD.

GREAT TIME TO RAISE YOUR HAND IN THE ZOOM BY USING THAT FEATURE.

AND IF WE DON'T HAVE ANY QUESTIONS THEN MCFARLAND, I WILL GIVE THE FLOOR TO YOU.

OK, THANK YOU. MR. KIRCHER, DO WE HAVE ANY QUESTIONS? NOT AT THIS TIME. OK, DR.

MCFARLAND. ALL RIGHT.

SO SO MADAM PRESIDENT AND BOARD MEMBERS, WE ARE CURRENTLY WILL HAVE BEEN OVER THE LAST PROBABLY FOUR OR FIVE DAYS CONDUCTING INTERNALLY WHAT WE CALL OUR CAMPUS PERFORMANCE REVIEWS AND THEN THESE CAMPUS PERFORMANCE REVIEWS.

WE LISTEN TO OUR TEACHERS EXCUSE ME.

WELL, SOME OF OUR TEACHERS, BUT MOSTLY OUR PRINCIPALS AND CAMPUS LEADERS.

AND ONE OF THE REOCCURRING THEMES THAT WE THAT WE THAT WE HEAR IS THAT WE ARE HAVING SOME DIFFICULTY WITH OUR VIRTUAL STUDENTS.

AND SO WHEN I SAY SOME DIFFICULTY, WHAT I MEAN IS THAT WE WHEN WE DO ASSESSMENTS, WE CURRENTLY HAVE STUDENTS WHO ARE VIRTUAL STUDENTS OR FACE TO FACE, AND WE CONDUCT AN ASSESSMENT, THEN WE'RE HAVING CHALLENGES WITH OUR VIRTUAL STUDENTS COMPLETING ASSESSMENTS. WE ALSO ON SOME CAMPUSES ARE HAVING SOME DIFFICULTY WITH VIRTUAL STUDENTS COMPLETING EITHER COMPLETING ASSIGNMENTS, COMPLETING VACCINATION RECORDS WITH ATTENDANCE.

AND SO IT'S JUST KIND OF A REOCCURRING CHALLENGE THAT I'M HEARING ACROSS THE BOARD FROM OUR FROM OUR CAMPUSES.

AND SO WHAT WE WILL BE CONSIDERING OVER THE BREAK.

AND AS WE COME BACK, WE'LL BE CONSIDERING LOOKING AT MAKING PUTTING SOME RESTRICTIONS AROUND VIRTUAL LEARNING.

WE WANT VIRTUAL LEARNING TO BE AVAILABLE TO ALL WHO ARE TAKING ADVANTAGE OF IT AND ALL WHO ARE ACTUALLY ACTUALLY USING IT TO THEIR BENEFIT.

AND IF STUDENTS ARE MAKING PROGRESS, IF STUDENTS ARE ENGAGED, STUDENTS ARE IN ATTENDANCE, STUDENTS ARE COMPLETING THE ASSIGNMENTS AND ARE PARTICIPATING IN ASSESSMENTS, THEN GREAT.

WE WANT TO CONTINUE TO OFFER THAT.

BUT FOR THOSE STUDENTS WHO ARE NOT, AFTER WE'VE MADE AN EFFORT TO TALK WITH THEM AND REALLY TRY TO ENCOURAGE THEM TO BE HERE, WE LIKE TO BE ABLE TO PUT SOME PARAMETERS IN VIRTUAL LEARNING AND TO MAKE SURE THAT VIRTUAL LEARNING IS A BENEFIT AND IS ACTUALLY HELPING, HELPING, HELPING ALL OF US MOVE FORWARD.

WE I JUST BELIEVE THAT IF WE ALLOW STUDENTS TO CONTINUE VIRTUAL WHO ARE NOT MAKING PROGRESS, WHO ARE NOT NOT SHOWING UP AND NOT TAKING THE ASSESSMENTS, THEN WE DO THEM A DISSERVICE AND WE DO DO OURSELVES A DISSERVICE.

I WANT TO JUST KIND OF THROW THAT OUT THERE AND NOT REALLY ASKING FOR ACTION TONIGHT.

BUT I DO WANT YOU TO KNOW, THIS IS A TOPIC THAT WE ARE HAVING SOME HAVE HAVING SOME CONVERSATION AROUND. WE'LL MEET AROUND IT AGAIN TOMORROW.

BUT IF YOU DO HAVE ANY KIND OF INPUT, I DEFINITELY WILL LIKE THAT.

YOU CAN SHARE IT NOW OR YOU CAN SHARE IT TO ME LATER.

BUT I WANT YOU TO I DEFINITELY WANT YOU TO KNOW THAT WE'RE CONSIDERING DOING SOMETHING WHEN WE RETURN FROM BREAK TO TRY TO GET AHEAD OF THIS CHALLENGE THAT WE ARE FACING.

THANK YOU, DR. MCFARLAND, ARE THERE ANY COMMENTS OR QUESTIONS FOR DR.

MCFARLAND FROM THE BOARD? YEAH, I WOULD JUST SAY, YOU KNOW, I THINK THAT ABSOLUTELY MAKES SENSE.

AND I KNOW, YOU KNOW, WE SAW THE DATA BEFORE.

AND FOR SOME GRADES, IT'S YOU KNOW, FOR FRESHMEN, IT SEEMED LIKE IT WAS PRETTY DRAMATIC, THE INCREASE IN THE FAILURE RATE.

AND JUST A SIDE NOTE, I MEAN, IT'S RELATED TO THAT, BUT I THINK IT'S MORE THAN JUST, I THINK THERE'S A LOT TO DO WITH THE KIDS AND MAKING SURE THE KIDS DO THINGS, BUT I GET DAILY, I'VE GOT TWO KIDS IN THE SAME HIGH SCHOOL AND DAILY I GET AN EMAIL AND A TEXT AND A MESSAGE THAT SAID THEY WERE ABSENT THAT DAY.

WHEN I HAVE THEM IN ONE ROOM AND YOU KNOW, ALL THREE OF THEM THERE, THEY ARE LOGGED IN ZOOM AND GOING AND GOING INTO EVERY CLASS.

AND, YOU KNOW, WE GOT SOMEONE IN THERE ALL THE TIME.

[00:55:01]

THEY'RE DOING THE WORK. AND YET WE GET DAILY.

AND THEN I CAN'T EVER CORRECT THAT BECAUSE, YOU KNOW, IT'S CALLED EMAIL THE TEACHER.

AND SO I DON'T KNOW HOW MANY ABSENCES THEY BOTH HAVE RECORDED WHEN THEY'VE BEEN THERE WORKING. SO I THINK IT'S A DOUBLE EDGED SWORD, YOU KNOW, OR IS I GUESS IS A TWO PRONG PROBLEM. I AM CERTAIN THAT KIDS ARE TAKING ADVANTAGE OF IT.

BUT AT THE SAME TIME, WITH SOME OF THE ATTENDANCE DATA, AT LEAST, I THINK THERE MAY BE SOME ISSUES THAT WE NEED TO KIND OF WORK OUT THERE AS WELL.

BUT NO, I DEFINITELY AGREE WITH YOU.

THERE'S DEFINITELY WORK TO BE DONE ON BOTH ENDS SO I DEFINITELY AGREE WITH YOU, WE ARE WE WILL BE AND ARE LOOKING AT THAT, SEE IF WE'RE DOING SOMETHING THAT'S EXACERBATING THE PROBLEM.

THANK YOU DR.

MCFARLAND. ARE THERE ANY OTHER QUESTIONS OR COMMENTS BEFORE WE COMPLETE CONCLUDE OUR PUBLIC HEARING? THERE ARE NO MORE QUESTIONS OR COMMENTS, I WANT TO THANK ALL OF OUR PRESENTERS TONIGHT. THANK YOU DR.

MCFARLAND. THIS CONCLUDES OUR PUBLIC HEARING AND WE WILL NOW TRANSITION TO OUR REGULAR

[5.0 Call to Order of Regular Board Meeting]

[6.0 Board Celebrations]

I JUST FIND IT HARD TO BELIEVE THAT, MS. HALL [INAUDIBLE] YES, AND MINE, IT'S REALLY IT'S GENERAL BECAUSE I OVER THE LAST PROBABLY DURING THIS WHOLE HOLIDAY SEASON, WE'VE GOTTEN A CHANCE, SEVERAL OF US HAVE GOTTEN A CHANCE TO VISIT DIFFERENT CAMPUSES, AND I JUST WANTED TO SAY THAT AND WE'VE SEEN IT.

WE SAW IT TODAY WITH THE PRESENTATION.

I THINK SOME OF THE CAMPUSES AND THE FEST, THE FESTIVITIES THAT ARE GOING ON, IT'S JUST REALLY WARM AND WELCOMING.

SEVERAL OF THE FRONT OFFICES ARE DECORATED.

SO WHEN PARENTS COME IN, IT'S LIKE, OH, IT'S JUST IT'S A REALLY GOOD FEELING.

AND, YOU KNOW, I AND IN THE PAST, YOU KNOW, MAYBE I DIDN'T FEEL THAT WAY IN SOME CASES, BUT SEVERAL CAMPUSES AND I THINK PROBABLY OVER THE LAST SEVERAL WEEKS THERE HAVE BEEN ABOUT SIX, MAYBE FIVE OR SIX CAMPUSES THAT I'VE VISITED.

AND I JUST ASSUME THAT MOST OF THEM ARE LIKE THAT.

BUT IT DOES CREATE SOMETHING REALLY NICE FOR THE STUDENTS, FOR PARENTS, FOR GUESTS AND FOR THE STAFF.

GIVEN THAT WE'VE WHAT WE'VE ALL BEEN THROUGH AND WHAT THEY'VE BEEN THROUGH DURING THIS COVID TIME, I JUST THINK IT'S REALLY NICE.

AND I JUST WANT TO SAY THANK YOU TO THE PRINCIPALS AND THE STAFF WHO HAVE MADE THEIR OFFICES AND THEIR SCHOOLS VERY WARM AND WELCOMING TO ALL WHO ENTER.

SO THANK YOU.

THAT'S WHAT I WANT TO SAY. ARE THERE ANY OTHER [INAUDIBLE] AT THIS TIME? ANTHONY, I ASSUME THAT THE NEXT ITEM WOULD BE, IT SAYS FINE ARTS, BUT IS THAT FOR NORTH CROWLEY BAND? YES SIR, THAT'S ONE OF OUR FINANCE RECOGNITIONS COMING UP THIS EVENING, WE'RE EXCITED ABOUT THAT ONE, THEN I'LL LET I'LL LET MR. KIRCHER SAY THAT THEN.

ARE THERE ANY OTHER COMMENTS OR BOARD CELEBRATIONS.

SO I WANT TO CELEBRATE THE GAME, I MEAN, MY KID IS DEFINITELY A CROWLEY HIGH SCHOOL EAGLE, BUT THOSE NORTH CROWLEY PANTHERS SHOWED OUT AT THE GAME.

IT WAS SO EXCITING.

I'M NOT GETTING MY DALLAS COWBOYS FIX AND I WANT YOU ALL TO KNOW THAT YOU STOOD IN THE GAP. IT WAS A GREAT GAME.

AND NO ONE SHOULD EVER COUNT OUT THOSE NORTH CROWLEY PANTHERS BECAUSE THEY HAD A FOURTH QUARTER UPSET THAT WAS WORTHY OF CELEBRATION, DIDN'T GET TO DO THAT BECAUSE TEXAS LIVE WAS FULL. BUT WE CELEBRATED YOU ANYWAY.

SO GOOD LUCK ON YOUR GAME TOMORROW NIGHT.

I'M REALLY EXCITED AND I WANT TO GO ALL THE WAY.

SO THAT'S MY CELEBRATION.

AND ALSO, HATS OFF TO PRINCIPAL STAPINSKI, WHO I COULDN'T SEE FROM MY SEAT.

BUT I DID SEE YOU ON FACEBOOK DOING YOUR JOB AS THE PRINCIPAL AND BEING THE NUMBER ONE CHEERLEADER. SO KUDOS TO YOU FOR THAT AS WELL.

ANY OTHER CELEBRATIONS?

[01:00:02]

[7.0 Recognition Item(s)]

MCFARLAND, THIS RECOGNITION ALIGNS WITH GOAL ONE OF VISION 2025 FOR THRIVING STUDENTS.

STUDENTS IN OUR FINE ARTS PROGRAM ACROSS CARROLL ISD ARE BEING RECOGNIZED FOR THEIR ACCOMPLISHMENTS THIS SEMESTER AND THE MS. OF SO MANY CHALLENGES LIKE WE'VE BEEN SPEAKING ABOUT THIS EVENING.

WE'RE GOING TO START WITH A GROUP FROM JUNE W.

DAVIS ELEMENTARY SCHOOL.

AND WE WISH WE COULD BE THERE IN PERSON TO SEE THEIR FACES AND CONGRATULATE THEM IN PERSON. BUT THIS GROUP HERE FOR THE SECOND YEAR IN A ROW, STUDENTS FROM DAVIS ELEMENTARY HAVE WON FIRST PLACE AND THE FOURTH CIVIC ORCHESTRA'S CAROL WRITING COMPETITION.

THEY'RE WINNING CAROL IS ENTITLED CHRISTMAS SPIRIT.

AND THEY WROTE IT AND EVERYTHING.

AND BECAUSE THEY WON FIRST PLACE, IT WILL BE ARRANGED FOR AN UPCOMING VIRTUAL PERFORMANCE BY THE FOURTH CIVIC ORCHESTRA PICTURED LEFT RIGHT HERE ON YOUR SCREEN, OUR MUSIC TEACHER, MISS BEVERLY HEATHER, ALIAH FREEMAN, KAMARI THOMPSON AND VICTORIA KUSHNICK.

AND SOME OF THOSE STUDENTS AND FAMILY MEMBERS I KNOW ARE WATCHING THIS EVENING.

BUT MISS HEATHER IS WITH US.

MISS HEATHER, CAN YOU MEET YOURSELF? AND I THINK I SAW THAT YOU HAD SOMETHING TO SHOW THE TRUSTEES ON THE SCREEN.

HI THERE. YES, WE'RE JUST SO TICKLED THAT FOR THE SECOND YEAR IN A ROW, WE WON THIS COMPETITION, THE KIDS WRITE THEIR OWN CHRISTMAS CAROL AND THEY WRITE THE WORDS AND THEN THEY MAKE UP A MELODY.

AND THEN WE TRANSCRIBE THAT INTO OUR SOFTWARE CALLED NOTE FLIGHT LEARN, AND WE PRODUCE THE SONG AND SEND IT IN.

AND THEY WON AGAIN.

AND THIS IS A PLAQUE.

LET ME SEE IF I CAN GET IT ON THE CAMERA HERE.

OH, I'M HAVING SOME TROUBLE.

LET ME SEE.. THAT VIRTUAL BACKGROUND IS [INAUDIBLE].

THAT'S LILLY, SORRY.

SO LAST YEAR WE RECEIVED THIS PLAGUE AND IT SHOWS THE SONG THEY WROTE LAST YEAR WAS CALLED TOGETHER AT CHRISTMAS AND THE WINNERS.

AND THEN WE ALSO RECEIVED A COPY OF THE SCORE BECAUSE THEY TAKE THE MUSIC AND THEY [INAUDIBLE] FOR IT FOR THE FULL ORCHESTRA TO PLAY AND THEN THE ORCHESTRA PERFORMS IT AND THEN THEY GIVE US THIS BOUND COPY FOR OUR LIBRARY.

SO WE'LL BE RECEIVING ANOTHER PLAQUE AND ANOTHER SCORE.

BUT THE CONCERT THIS YEAR WILL BE VIRTUAL.

WELL, WE CAN'T WAIT TO SEE IT MS. EITHER. AND PLEASE SHARE THAT WITH US WHEN IT'S LIVE.

WE WANT TO WATCH AND CHEER FOR THOSE STUDENTS.

AND YOU THANK YOU FOR YOUR WORK THERE WITH ALL OF THE STUDENTS AT JUNE W.

DAVIS ELEMENTARY AND SCHOOL AND A LIFELONG LOVE OF MUSIC.

THANK YOU SO MUCH. CONGRATULATIONS AGAIN TO THOSE STUDENTS, PRINCIPAL KEVIN HUNT AND MS. HEATHER. ALL RIGHT.

WE HAVE ANOTHER FINE ARTS RECOGNITION.

THIS NOT THIS EVENING.

AND MR. GRASSIA GAVE US A PREVIEW, BUT IT'S OUR NORTH CROWLEY HIGH SCHOOL, MIGHTY PANTHER BAND. WE HAVE A PICTURE OF THEM THERE ON OUR SCREEN.

THE MIGHTY PANTHER BAND WAS AWARDED STRAIGHT ONES AT THE MARCHING BAND COMPETITION, AND THEY ADVANCED TO AREA REPRESENTING NORTH CROWLEY AND ALL OF CROWLEY ISD, AND THEY PLACED FIFTH. WE'RE SO VERY PROUD OF THEM.

THEIR SHOW, THIS HAS BEEN A TOUGH YEAR FOR EVERYONE, BUT ESPECIALLY FOR STUDENTS IN FINE ARTS, LEARNING HOW TO PLAY AND PRACTICE SAFELY AND WITH SOCIAL DISTANCING MEASURES IN PLACE. THEIR SHOW IS APPROPRIATELY TITLED CARRY ON AND WAS DESIGNED WITH THE MESSAGE OF POSITIVITY. NO MATTER WHAT COMES AT US IN THE NORTH CROWLEY MIGHTY PANTHER BAND AND ALL OF CROWLEY ISD WE WILL CARRY ON.

THEIR SECOND MOVEMENT WAS CALLED SEE YOU AGAIN, AND THE THIRD WAS CALLED HAPPY TOGETHER.

AND THESE PIECES SPOKE ABOUT BEING FINALLY TOGETHER AGAIN AND BEING ABLE TO MAKE MUSIC WITH EACH OTHER. SO WE'RE VERY PROUD OF OUR MIGHTY PANTHER BAND.

MR. HANDY, IF YOU'LL STOP SHARING, I WANT TO GET MR. SAMPLE, THE MIGHTY PANTHER BAND DIRECTOR HERE ON SCREEN AND MAKE SURE EVERYONE CAN SEE HIM. AND WE HAVE A LITTLE SURPRISE THIS EVENING FROM MR. SAMPLE. LET'S SEE HERE.

I'M GOING TO SPOTLIGHT HIM.

ALL RIGHT, HERE'S MR. SAMPLE, WE HAVE OUR BAND, OUR DRUM MAJORS THERE WE HAVE FAITH BAR, GROVER, MEGAN ANDERSON AND AARON AND DOULOS.

CONGRATULATIONS TO OUR DRUM MAJORS, MR. SAMPLE AND HIS STAFF, MR. DAKOTO, MS. CARTER. MR. BOUDICCA, OF COURSE, PRINCIPAL .

AND THEY'VE JUST DONE A GREAT JOB OVERCOMING SO MANY CHALLENGES THIS YEAR.

[01:05:03]

THAT'S COMING UP. AND MR. SAMPLE HAS A SURPRISE FOR US JUST AS A SIGN OF THANKS TO THE BOARD AND THE DISTRICT FOR ALL OF THEIR SUPPORT OF THESE AWESOME STUDENT MUSICIANS.

MR. SAMPLE. THANK YOU.

FIRST, I JUST WANT TO SAY THANK YOU TO THE BOARD AND FOR OUR CENTRAL ADMINISTRATION AND MS. STAPINSKY FOR THEIR CONTINUED SUPPORT FOR THIS YEAR.

IT HAS BEEN INSTRUMENTAL, SO TO SPEAK, IN HELPING US BE SUCCESSFUL AND GETTING US TO WHERE WE ARE. SO MR. SWAN IS HERE WITH US AND MS. STAPINSKY'S HERE WITH US.

WE WANTED TO MAKE SURE THAT THEY WERE...

THAT THEY WERE HERE TO SHARE THE SURPRISE WITH YOU ALL.

SO IT HAD LIKE WE MENTIONED, IT HAS BEEN INTERESTING TRYING TO NAVIGATE THE COVID SITUATIONS. WE'VE BEEN USING BELL COVERS WITH THE BRASS INSTRUMENTS AND BAGS FOR THE WOODWIND INSTRUMENTS SO THAT WE CAN MAKE SURE THAT WE CONTAIN ANY AEROSOLS THAT MAY BE CARRYING THE VIRUS SO THAT WE CAN STAY SAFE AND STILL BE ABLE TO MAKE MUSIC WITH EACH OTHER. SO EARLIER TONIGHT, WE WERE RECORDING FOR OUR WINTER CONCERT THAT WILL BE STREAMING ON SATURDAY.

AND SINCE WE WERE HERE, I THOUGHT IT'D BE A GREAT OPPORTUNITY FOR US TO PLAY SOMETHING FOR YOU AND KIND OF GET EVERYBODY IN THAT HOLIDAY SPIRIT.

SO WE'RE GOING TO PLAY SLEIGH RIDE.

GREAT. [MUSIC] UH.

[01:10:25]

MCFARLAND, THE WORD THAT COMES TO MIND WHEN I SEE THOSE STUDENTS AND STAFF IS RESILIENT IN THE FACE OF A REALLY TOUGH YEAR.

THEY WORK TOGETHER TO FIND A WAY TO STILL MAKE MUSIC TOGETHER.

AND REPRESENT CARROLL ISD IN NORTH CAROLINA HIGH SCHOOL, SO VERY WELL, THANK YOU ALL FOR YOUR HARD WORK. THANK YOU FOR STAYING LATE TONIGHT FOR THAT LIVE SNEAK PEAK PERFORMANCE OF YOUR UPCOMING VIRTUAL PERFORMANCES.

SO THANK YOU SO, SO MUCH.

AND MR. KIRCHER, ISN'T THERE WAS IT THERE TWO STUDENTS THAT ADVANCE TO THE NEXT EVENT LEVEL ON THE REGION? YES, MR. SAMPLE? YES, ACTUALLY, WE HAD THREE OUR FRESHMEN AUDITION RESULTS CAME OUT TODAY.

SO WE HAVE AND ONE OF OUR DRUM MAJORS, WHO'S ALSO A BASS TROMBONE PLAYER, HE PLACED FIRST IN HIS ROOM OVER THE ENTIRE REGION AND HE WILL BE ADVANCING TO AREA.

WE ALSO HAVE A BARITONE PLAYER FROM THE SECOND BAND THAT MADE THE ORIGIN BAND.

AND THEN WE HAVE A FRESHMAN TRUMPET PLAYER BACK HERE, DARIAN THOMPSON, WHO PLACED FIFTH IN HIS ROOM AND PLACED IN THE FRESHMAN BAND.

SO CONGRATULATIONS TO ALL THOSE STUDENTS AND GO.

CONGRATULATION STUDENTS AND THANK YOU.

IT WAS SUCH A GREAT PERFORMANCE, I KNOW Y'ALL ARE GOING TO ROCK IT.

MR. KIRCHER, ARE YOU THERE? YES, MA'AM, CAN YOU HEAR ME? HE HAS.

ALL RIGHT, NOW, THAT WOULD BRING US NOW TO OUR AGENDA ITEM 7.2.

THE CIA, ISD HEARTBEAT TEAM AWARD.

YES, MA'AM. EVERY MONTH OUR DISTRICT HAS THE OPPORTUNITY TO AWARD ONE EMPLOYEE AND ALL OF CROWLEY ISD WITH OUR TEAM AWARD.

THIS ALIGNS WITH GOAL THREE FOR AN EMPOWERED STAFF.

AND THIS MONTH, SURPRISES LOOK DIFFERENT DURING COVID.

BUT WE'RE STILL FINDING REALLY GREAT WAYS TO SNEAK UP AND SURPRISE THESE REALLY AMAZING EDUCATORS. TAKE A LOOK AT THIS VIDEO AND WATCH WHAT HAPPENS WHEN WE WENT TO JACKIE CARDEN ELEMENTARY SCHOOL TO SURPRISE THE DECEMBER WINTER.

SURPRISE, MS. EATMON WE ARE HERE BECAUSE MS. EATMON IS THE HEARTBEAT AWARD WINNER.

CONGRATULATIONS, MS. EATMON, WE ARE HERE TO CELEBRATE YOU BECAUSE YOU ARE A LEADER, A MOTIVATOR AND A TEACHER . AS THE MATH INSTRUCTIONAL SPECIALIST HERE, JACKIE CARDEN, NOT ONLY DOES SHE SUPPORT MATH TEACHERS, SHE SUPPORTS THE ENTIRE SCHOOL.

SHE'S CONSTANTLY SHARING NEW LEARNING TOOLS AND IDEAS WITH EVERYONE HERE IN JACKIE CARDEN. MS. EATMON LOVES THE STUDENTS AND SHE'S ALWAYS GREETING THEM WITH A SMILE AND UPLIFTING WORDS OF ENCOURAGEMENT. IS THAT RIGHT, STUDENTS? THAT'S GREAT. HER WORK ETHIC IS ASTOUNDING AND DEFINITELY UNMATCHED.

AND SHE IS OUR HEARTBEAT WINNER FOR THE MONTH OF DECEMBER FOR ALL OF CROWLEY ISD.

LET'S HEAR IT FOR MS. EATMON.

ROSE IS THE HEARTBEAT OF OUR SCHOOL, WHAT SHE DOES FOR JACKIE CARDEN IS LIFT THE MORALE, LIFT THE SPIRIT. SHE DOES A LOT OF BEHIND THE SCENES, VERY HUMBLE.

HER HEART IS VERY HUMBLE.

AND SHE DOESN'T TAKE CREDIT FOR A LOT OF THIS STUFF.

AND A LOT OF PEOPLE DON'T KNOW WHAT SHE DOES.

AND THE KIDS LOVE HER.

AND THERE'S A REASON FOR THAT.

AND I'LL BE HONEST, THIS CAMPUS WOULD NOT BE THE SAME IF SHE WAS NOT HERE.

SHE WILL TAKE ON CHALLENGING PROJECTS THAT MIGHT NOT BE IN HER COMFORT ZONE AND IS WILLING TO GET FEEDBACK FROM ME OR THE OTHER PEOPLE ON HER TEAM BECAUSE SHE JUST WANTS TO DO THE BEST JOB.

AS A FIRST YEAR TEACHER YOU'RE JUST YOU'RE COMING IN.

YOU HAVE ALL THESE GRAND IDEAS AND YOU GET IN THE CLASSROOM AND SOMETIMES THEY WORK AND SOMETIMES THEY DON'T.

AND IT'S SO GREAT HAVING THAT EXTRA SUPPORT TO BE ABLE TO GUIDE YOU IN THE RIGHT DIRECTION. AND THAT'S ONE MS.

[01:15:02]

PUT ON YOUR MATHEMATICIAN HAT? AND LET'S THINK, THINK, THINK, THINK.

WHAT I ENJOY ABOUT BEING A MATH INSTRUCTIONAL SUPPORT SPECIALIST IS THE GROWTH THAT I SEE IN TEACHERS AND IN STUDENTS WHEN SOMEONE MAY BE HAVING A DIFFICULT CLASSROOM.

AND IF I CAN COME IN AND SUPPORT THEM WITH STRATEGIES, TECHNIQUES, AND FOR ME TO BE ABLE TO COME IN AND MODEL AND ACTUALLY SHOW THE STUDENTS HOW TO USE IT, I MEAN IS THE BEST OF BOTH WORLDS. I'M WORKING WITH STUDENTS AND WORKING WITH TEACHERS.

I'M GROWING AS AN INDIVIDUAL.

THE TEACHER IS GROWING AND THE STUDENT IS BECOMING MORE SUCCESSFUL.

SHE'S ALWAYS CHECKING TO SEE IF I NEED ANYTHING FOR MY LESSONS.

AS FAR AS MANIPULATIVES, ANCHOR CHARTS, SHE'S ALWAYS WILLING TO LEND ME A HELPING HAND.

AND ON TOP OF ALL OF THOSE THINGS, SHE ALSO BUILDS MY CONFIDENCE.

SHE HELPS BUILD MY CONFIDENCE.

AND IT JUST MEANS SO MUCH TO ME BECAUSE WITHOUT HER, I DON'T THINK I WOULD HAVE MADE IT THIS FAR. AND I KNOW I'M NOT THE ONLY TEACHER THAT SHE DOES THAT FOR BECAUSE I'VE SEEN HER GOING INTO OTHER CLASSROOMS DOING THE SAME THINGS FOR OTHER TEACHERS HERE AND I'VE HEARD OTHER TEACHERS SPEAK SO HIGHLY OF HER AND HOW MUCH SHE HELPS THEM.

I HAD GREAT TEACHERS GROWING UP AND I'M LIKE, IF I CAN [INAUDIBLE] A GREAT TEACHER FOR THE STUDENTS HERE AT JACKIE CARDEN, IF I CAN CONTINUE TO BE A GREAT SUPPORT FOR THE MATH ISS IS THAT I WORK WITH FOR THE MATH TEACHERS AND FOR ALL THE TEACHERS HERE ON CAMPUS, I FEEL SUCCESSFUL AS A PERSON, AS A MEMBER OF CROWLEY ISD.

HERE FOR MS., ROSE EATMON, OUR HEARTBEAT WINNER FOR THE MONTH OF DECEMBER, MS. EATMON IS HERE WITH US THIS EVENING, MS. EATMON, IF YOU WOULD JUST WAVE OUR TRUSTEES WISH THEY COULD SEE YOU IN PERSON AND SHAKE YOUR HAND AND GIVE YOU A HIGH FIVE AND A HUG FOR THE GREAT WORK YOU'RE DOING, NOT ONLY FOR STUDENTS, BUT ALL OF THE TEACHERS AT JACKIE CARDEN ELEMENTARY SCHOOL.

WHAT'S IT LIKE TO HEAR A FIRST YEAR TEACHER LIKE THAT SAY THOSE THINGS ABOUT YOU MS. EATMON? YOU KNOW, REALLY, I WAS JUST TRYING TO HELP HER OUT BECAUSE I LOVE BEING A TEACHER, I LOVE HELPING OUT STUDENTS AND TEACHERS AND REALIZE THAT HAS SUCH AN IMPACT ON HER CONFIDENCE. SO IT MAKES ME WANT TO CONTINUE TO WORK HARD TO CONTINUE TO HELP HER GROW. ABSOLUTELY.

WELL, CONGRATULATIONS, MS. EATMON, AND WE'RE SO PROUD OF YOU.

APPRECIATE YOU SO VERY MUCH.

THANK YOU SO MUCH. ALRIGHT MS. HALL, THAT CONCLUDES OUR RECOGNITION ITEMS THIS EVENING.

BEFORE WE GO, I DO WANT TO SAY THANK YOU TO MS. EATMON, AS I'M SURE THE BOARD ECHOES MY SENTIMENTS.

THANK YOU FOR YOUR HARD WORK.

YOU KNOW, WE TALK ABOUT ALL THE GREAT THINGS GOING ON IN CROWLEY ISD ALL THE TIME.

AND IN THIS NEW ENVIRONMENT SOMETIMES FEELS A LITTLE BIT DISTANT.

BUT IT IS SO GREAT TO SEE YOU AT WORK AND WHAT YOUR COLLEAGUES HAVE TO SAY ABOUT YOU AND JUST KIND OF REAFFIRMS THAT GREAT THINGS ARE STILL HAPPENING IN CROWLEY ISD.

AND WE APPRECIATE YOUR EXTRA EFFORT IN SUPPORTING OTHERS AND WHAT YOU DO EVERY DAY AS WELL. SO THANK YOU FOR THAT.

THANK YOU. AND MR. KIRCHER, ALSO TO YOU.

I LOVE SEEING THAT VIEW OF THAT CLASSROOM.

AND LIKE YOU SAID, RESILIENCE DEFINITELY CAPTURES THAT BECAUSE OBVIOUSLY, THE STAFF AND THE STUDENTS HAVE DONE AN EXCEPTIONAL JOB PIVOTING IN THIS SPACE, AND SO IT'S GREAT TO SEE THEM CONTINUING TO SHINE.

AND DESPITE ALL THAT, WE'VE BEEN THROUGH SO GREAT.

I LOVE BOARD CELEBRATIONS.

THANK YOU ALL. CONGRATULATIONS MS. EATMON. ALL RIGHT, THIS TAKES US TO OUR, THERE IS NO OPEN FORUM, NO ONE SIGNED UP, THERE IS NO OPEN FORUM YOU GUYS.

SO WE'LL MOVE TO OUR REPORT ITEMS SUCH AS ITEM 9.1, STRATEGIC MARKETING PLAN FOR STUDENT

[9.0 Report Item(s)]

DR. MCFARLAND.

MADAM PRESIDENT AND BOARD MEMBERS, WE ARE DEFINITELY EXCITED TO BRING THIS NEXT ITEM FORWARD. AS YOU ALL KNOW, WE KNOW WE HAVE HAD CONVERSATIONS ABOUT THE NEED FOR US TO

[01:20:02]

SO WE HAVE A PRESENTATION TONIGHT THAT WILL LET YOU KNOW THAT WE ARE MAKING STEPS TOWARD THAT END. AND SO MS. BELIEVE MS. DIGGLES AND MR. KIRCHER WILL BE REPORTING ON THIS ITEM CONCERNING STRATEGIC MARKETING AND RECRUITING AND RETENTION.

MR. KIRCHER OR MS. DIGGLES? YES, SIR. MS. DIGGLES IS HERE WITH US AND INTRODUCES A SPECIAL GUEST.

BUT THIS DOES ALIGN WITH THE GOAL TWO HAVE OUR VISION 2025 STRATEGIC PLAN FOR AN ENGAGED COMMUNITY. OUR DISTRICT RECENTLY CONDUCTED A REQUEST FOR PROPOSALS FOR MARKETING, COMMUNICATIONS, SOFTWARE AND SERVICE PROVIDERS AND IS ENTERING INTO PARTNERSHIPS WITH TWO FIRMS YOU'RE GOING TO GET TO HEAR FROM TONIGHT.

THEY'LL PROVIDE AN OVERVIEW OF THEIR SERVICES MS. DIGGLES TELL US MORE ABOUT WHAT'S HAPPENING WITH OUR STRATEGIC MARKETING PLAN.

THANK YOU, MR. KIRCHER.

MADAM PRESIDENT, MEMBERS OF THE BOARD.

DR. MCFARLAND, THE GOALS OF THE CROWLEY ISD STRATEGIC MARKETING INITIATIVE ARE TO ACTIVELY AND EFFECTIVELY MARKET ALL OF THE DISTRICT'S UNIQUE AND INNOVATIVE PROGRAMS AND BENEFITS TO OUR STAKEHOLDERS.

SECONDLY, OUR GOAL IS TO MEET AND OR EXCEED OUR SIXTEEN THOUSAND STUDENT ENROLLMENT TARGET AND ULTIMATELY TO BE THE FIRST CHOICE FOR FAMILIES IN TARRANT COUNTY.

IN AN INCREASINGLY COMPETITIVE MARKETPLACE, FAMILIES ARE BOMBARDED WITH CHOICES.

ADVERTISING FROM CHARTER SCHOOLS, PRIVATE SCHOOLS, HOMES, SCHOOLS AND VIRTUAL SCHOOLS HAS BECOME MORE PERVASIVE AND MADE IT MORE DIFFICULT FOR FAMILIES TO SELECT THE BEST EDUCATIONAL OPTION FOR THEIR STUDENTS.

TO ASSIST US IN RECRUITING AND RETAINING OUR FAMILIES, CROWLEY ISD HAS PARTNERED WITH TWO UNIQUE AGENCIES WHO ARE JOINING US THIS EVENING.

JERRY GUMBERT IS THE PRESIDENT AND CEO OF AUDIENCE RESEARCH AND DEVELOPMENT LLC.

WITH OVER 40 YEARS EXPERIENCE, MR. GUMBERT'S COMPANY SPECIALIZES IN HELPING SCHOOL DISTRICTS TO MITIGATE THE CONSEQUENCES IMPOSED BY SCHOOL CHOICE, SPECIFICALLY AS IT RELATES TO THE CHARTER SCHOOL MOVEMENT.

BETH OWENS IS THE CO-FOUNDER AND A MARKETING STRATEGIST AT BRAND ERA.

SHE HAS 16 YEARS OF EXPERIENCE IN MARKETING, ADVERTISING AND PUBLIC RELATIONS.

HER WORK IS WELL KNOWN LOCALLY AND THROUGHOUT THE NATION.

WE'RE READY. I THINK MR. GUMBERT IS HERE WITH US AND WE ARE EXCITED TO HEAR FROM HIM.

MR. GUMBERT, YOU'RE STILL MUTED, SIR.

OK. GOOD EVENING, EVERYBODY.

AND I WAS I WAS HOPING I WASN'T THE NEXT PERSON BECAUSE TRYING TO FOLLOW MS. EATON AND THE BAND IS AN AWFUL BIG ACT TO FOLLOW.

SO BUT LUCKY ME, BUT I'M THRILLED TO BE HERE.

I'M THRILLED TO BE WORKING WITH CROWLEY ISD.

AND ONE OTHER THING THAT I JUST I HAVE TO SAY, I HAVE A FAMILY FULL OF EDUCATORS, BOTH OF MY CHILDREN, MY NIECES AND NEPHEW AND A COUPLE OF AUNTS AND UNCLES AND WHAT YOU GUYS HAVE DONE AND WHAT ALL SCHOOL EMPLOYEES HAVE DONE TO KIND OF TURN THE MOUNTAIN UPSIDE DOWN, TO GET OUR KIDS IN SCHOOL AND EDUCATED AND SAFE IS TRULY PROFOUND.

AND I WILL HONOR THAT FOR THE REST OF MY LIFE, BECAUSE I, I DO HAVE AN UNDERSTANDING OF HOW IMPACTFUL THAT IS.

LET ME KIND OF START WITH, YOU KNOW, THERE ARE TWO SERVICES THAT OUR COMPANY IS GOING TO PROVIDE CROWLEY ISD, ONE BEING STRATEGIC MARKETING AND ANOTHER STUDENT ENROLLMENT TRACKING PROGRAM.

AND I THOUGHT I'D WALK YOU THROUGH THEM VERY QUICKLY ON KIND OF WHAT THE SCOPE AND THE DEPTH OF THEM ARE SO WE CAN CHANGE THE SLIDE HERE.

AND FROM A STRATEGIC ADVISORY SERVICE STANDPOINT, THERE ARE REALLY FIVE MAJOR STEPS TO OUR PLAN. ONE IS BRAND DEVELOPMENT, MARKETING TACTICS, DESIGN AND DISTRIBUTION, STAKEHOLDER ENGAGEMENT, CHARTER IMPACT ANALYSIS AND STUDENT ENROLLMENT TRACKING.

AND I'LL GO THROUGH EACH ONE OF THEM ONE BY ONE.

BUT BRAND DEVELOPMENT IS A VERY, VERY IMPORTANT PART OF OUR INITIAL WORK WITH THE SCHOOL DISTRICT.

TO DEFINE A BRAND, A BRAND IS A CONSUMER BELIEF.

SO IT'S IT'S A BELIEF THAT SOMEONE HAS ABOUT SOMETHING OR SOMEONE AND THE MORE POSITIVE

[01:25:03]

AND SO OUR CONSUMERS, OUR PARENTS AND THE CHILDREN THAT LIVE WITHIN THE DISTRICT BOUNDARIES AND AS YOU GUYS JUST POINTED OUT, THEY DO HAVE THE POWER OF CHOICE.

SO WHAT WE'RE GOING TO DO IS TO TRY TO PUT TOGETHER AN EFFECTIVE MARKETING CAMPAIGN AND STRATEGY THAT MARKETS SPECIFICALLY TO THIS CONSUMER SEGMENT, PARENTS.

AND BEFORE WE GET THERE, WE HAVE TO DECIDE WHAT WE WANT THEM TO BELIEVE ABOUT CROWLEY ISD AND HOW WE WANT THEM TO FEEL ABOUT CARROLL ISD, SO JUST LIKE WE WE BELIEVE THAT WAL-MART IS THESE LOW PRICES AND MERCEDES IS LUXURY. THOSE ARE THE KINDS OF THINGS THAT WE'LL BE WORKING ON WHEN IT COMES TO THE BRAND DEVELOPMENT PART OF IT.

CAN WE FORWARD JUST ONE SLIDE? AND THEN I'M GOING TO COME BACK TO THIS ONE JUST TO JUST TO GIVE YOU KIND OF A SNAPSHOT OF WHAT WE'RE TALKING ABOUT HERE IS THIS IS ONE OF THE BRAND AND MARKETING MODELS THAT WE INNOVATED ABOUT 10 OR 15 YEARS AGO.

AND SO IN THE AT THE VERY TOP, WHERE IT SAYS WORLD CLASS TEACHERS, THIS WAS A BRAND DRIVER AT ONE OF THE SCHOOL DISTRICTS THAT WE WORK WITH.

SO THEY BELIEVED THAT THEIR POINT OF DIFFERENCE IN RESEARCH ACTUALLY CONFIRMED THIS AND THAT THEIR UNIQUE PROPOSITION VERSUS THE CHARTER SCHOOLS WAS THEIR TEACHERS ARE BETTER, THAT THEY HAD WORLD CLASS TEACHERS AND WE CALL THAT A BRAIN DRIVER.

AND UNDERNEATH THE BRAND DRIVER, OUR FOUR ATTRIBUTES OF WHAT MAKE UP SOMEONE WHO YOU COULD CALL A WORLD CLASS TEACHER, CERTIFIED AND EXPERIENCED, CHALLENGING AND INSPIRING, CARING AND COMMITTED AND SUCCESS STORIES, JUST LIKE THE ONE THAT WE SAW WITH MS. EATMON. AND SO UNDERNEATH EVERY ONE OF THOSE IS KIND OF HOW WE APPROACH, HOW WE APPROACH THE MARKETING PROCESS.

SO THERE'S A MARKETING MESSAGE TO EVERY TACTIC THAT WE DO.

WE ISOLATE AND DEFINE WHAT THE EMOTIONAL CONNECTION IS BECAUSE ANY EMOTIONAL CONNECTION CHANGES MINDSET AND STRENGTHENS LOYALTY OR BELIEF.

WE'LL TARGET THE AUDIENCE.

WHO IS THIS MESSAGE INTENDED FOR? AND THEN WILL DECIDE WHAT THE CONTENT OF IT IS, WHAT THE VEHICLE THAT DRIVES IT, AND THEN WHERE WE'RE GOING TO DISTRIBUTE IT.

ALL RIGHT. SO THAT'S JUST KIND OF A YOU CAN GO BACK TO THE SLIDE BEFORE THAT, PLEASE.

THAT JUST GIVES YOU A LITTLE BIT OF UNDERSTANDING WHAT WE'RE TRYING TO DO FROM A BRAND STANDPOINT. AND ONCE WE MASTER THAT AND WE'LL GET THE MARKETING TACTICS AND SO WE'LL HELP YOUR TEAM CO DEVELOP THE MARKETING MESSAGES OF MANY OF THE TACTICS.

WE WILL DEFINE WHAT'S THE MOST EFFECTIVE VEHICLE FOR EACH MESSAGE AND THEN HOW IT SHOULD BE DISTRIBUTED, WHETHER IT'S THROUGH SOCIAL MEDIA OR DIGITAL.

AND WE KNOW THOSE ARE WHERE MOST OF THE EYEBALLS ARE TODAY.

BUT WE MAY ALSO HAVE APPROACHES THAT INVOLVE NEW TECHNOLOGIES OR EVEN TRADITIONAL MEDIA, REALLY, DEPENDING ON WHAT OUR STRATEGY IS.

ONE THING IS CENTRAL AND FOR CERTAIN IN THAT IS STORYTELLING.

STORYTELLING WILL BE THE MOST POWERFUL FORMAT THAT WE USE.

WE KNOW THAT STORYTELLING, ESPECIALLY VIDEO STORYTELLING, PROPELS EMOTION.

WE KNOW THAT EMOTION STIRS THE HEART AND WE KNOW THE HEART DRIVES DECISION MAKING WITH YOUR CONSUMERS, WITH THE PARENTS THAT ARE MAKING DECISIONS ON BEHALF OF THEIR CHILDREN.

SO THE MARKETING TACTICS SHOULD BE DESIGNED TO TOUCH PARENTS HEARTS AND TO DO IT WITH A VERY SPECIFIC, NOT A VERY BROAD MESSAGE.

AND THEN THE THIRD STEP OF WHAT WE DO IS WHAT WE CALL STAKEHOLDER ENGAGEMENT.

AND WE DEFINE STAKEHOLDERS AS AS GROUPS OF PEOPLE BOTH INSIDE AND OUTSIDE OF THE DISTRICT.

SO INSIDE, WE'LL TAKE YOUR EMPLOYEES IN A VARIETY OF WAYS AND ENGAGE THEM, EDUCATE THEM AND TRAIN THEM ON WHAT THE BRAND IS.

ONCE YOUR TEAM COMES UP WITH IT AND WHAT OUR MARKETING INITIATIVES ARE AND WHAT WE'RE TRYING TO ACCOMPLISH.

BUT WE'LL ALSO PROVIDE AN IN-DEPTH EDUCATION SO ALL YOUR EMPLOYEES REALLY UNDERSTAND THE COMPETITIVE LANDSCAPE OF EDUCATION INSIDE YOUR DISTRICT BOUNDARIES.

[01:30:02]

AND THE FACT OF THE MATTER IS, IS THE GREATEST OPPORTUNITY THAT YOU GUYS HAVE FROM A MARKETING STANDPOINT IS TO USE ALL OF YOUR EMPLOYEES AS BRAND AMBASSADORS.

AND THOSE ARE THE TYPES OF THINGS THAT WE WILL DO WITH STAKEHOLDER ENGAGEMENT.

THE OTHER THING THAT WILL DO OUTSIDE OF THE DISTRICT IS WE'LL PROVIDE PARENTS AND YOUR PARTNERS AND COMMUNITY LEADERS WITH ACCURATE INFORMATION ABOUT THE TRUE, PROFOUND DIFFERENCES BETWEEN YOUR DISTRICT AND CHARTER SCHOOLS, AND WE ALL KNOW THEY ARE VERY, VERY SIGNIFICANT AND VERY SIGNIFICANT, BUT YOU WOULD BE SURPRISED AT HOW FEW PARENTS AND HOW FEW COMMUNITY MEMBERS REALLY UNDERSTAND THE CORE BENEFITS THAT YOUR DISTRICT PROVIDES AND ALL OF THE GREAT SUCCESS STORIES EVERY DAY THAT HAPPENED INSIDE YOUR CLASSROOMS. AND THEY DON'T KNOW ABOUT THE LIMITATIONS OF CHARTERS, NOT JUST IN YOUR DISTRICT, BUT ALL ACROSS THE STATE OF TEXAS.

SO THAT'S ANOTHER AREA THAT WE WILL WE WILL WORK VERY, VERY SPECIFICALLY.

AND IN THAT FOURTH STEP REALLY IS HOW WE GATHER CHARTER IN OUR CHARTER IMPACT DATA.

WE HAVE A TEAM OF RESEARCHERS ON STAFF THAT ARE DAILY ANALYZING CHARTER SCHOOL EXPANSION IN TEXAS. IT'S THE ONLY TEAM OF ITS KIND IN THE STATE, AND IT'S AIMED AT TRACKING THEIR APPLICATIONS, BUT ALSO TRACKING THE PERFORMANCE OF THEIR SCHOOLS THAT ARE CURRENTLY OPERATING. AND AGAIN, THERE ARE A WIDE RANGE OF THINGS THAT ARE VERY, VERY IMPORTANT THAT REALLY PEOPLE NEED TO KNOW THAT THEY DON'T KNOW.

AND I'LL JUST GIVE YOU A KIND OF A QUICK EXAMPLE.

SO WE KNOW THAT IN ONE LARGE CHARTER CHAIN OVER THE LAST FOUR YEARS, THEIR AVERAGE ANNUAL TEACHER TURNOUT RATE IS THIRTY ONE POINT TWO PERCENT.

NOW, IF IF PARENTS KNEW THAT THAT ONE THIRD OF TEACHERS ARE TURNING OVER EVERY YEAR INSIDE THIS PARTICULAR CHARTER SCHOOL, THEY MAY THINK DIFFERENTLY WHEN, IN FACT, YOURS AT CROWLEY IS IS VERY, VERY HIGH.

I KNOW IT'S NEVER AS HIGH AS WE WANT IT TO BE, BUT COMPARATIVELY SO IT REALLY IS.

SO THOSE ARE THE KINDS OF THINGS THAT WE WANT TO PUT ON THE TABLE AND DECIDE HOW WE USE THOSE FROM A MARKETING STRATEGY STANDPOINT.

AND THEN LASTLY IS STUDENT ENROLLMENT TRACKING.

AND THIS HAS BEEN ONE OF THE MISSING LINKS AS WE ALL KIND OF GETTING THINKING TOGETHER AND PUTTING STRATEGY TACTICS TOGETHER THAT ULTIMATELY GET THE WORD OUT ABOUT THE WONDERFUL STORIES AND THE WONDERFUL EDUCATION AT CROWLEY.

SO IN THIS PARTICULAR PHASE OR STEP OF OUR PLAN, WE NEED TO KNOW EXACTLY WHY PARENTS ARE CHOOSING CHARTER SCHOOLS OVER CROWLEY AND WE DON'T.

NOW, WE DO HAVE SOME GENERAL THOUGHTS ABOUT IT.

WE ABSOLUTELY DO.

OUR COMPANY DOES RESEARCH ALL AROUND THE COUNTRY FOR SCHOOL DISTRICTS.

SO WE'VE BEEN ABLE TO REALLY FILL IN THE FINE DETAILS OF THAT.

BUT THE STUDENT ENROLLMENT TRACKERS IS A SOFTWARE PROGRAM THAT ULTIMATELY SURVEYS THE PARENTS WHEN THEY ARE MAKING A TRANSFER WITH THEIR STUDENTS.

THANK YOU VERY MUCH. SO IT IT COLLECTS THE OUTFLOW IN THE INFLOW OF STUDENTS.

BUT AND WE KNOW THEIR DESTINATION.

WE KNOW WHERE THEY COME FROM AND WHERE THEY'RE GOING.

AND WE BUILD THAT IN A DATABASE, IN A LIVING DATABASE THAT IS ONLINE, THAT IT IS EASILY ACCESSIBLE TO ANYONE WHO YOU WANT TO AUTHORIZE TO USE IT.

AND IT IS UP TO THE MINUTE WHEN IT COMES TO WHEN IT COMES TO BEING TIMELY.

SO IT'S FIVE STEPS.

REALLY WHAT WE DO HERE IS THAT, FIRST OF ALL, IT'S A DECISION POINT DATA CAPTURE WHEN SOMEONE'S GOING TO TRANSFER OUT, OK, WE EITHER WANT TO GATHER THIS INFORMATION AT THAT TIME. WE KNOW THAT GETS MORE AND MORE DIFFICULT IN THE ENVIRONMENT THAT WE'RE IN.

[01:35:03]

AND WE KNOW WE KNOW BECAUSE 50 PERCENT OF THE PEOPLE ACROSS THE STATE THAT LEAVE AN ISD ULTIMATELY RETURN TO THE DISTRICT.

AND WE KNOW WE WANT TO KNOW EXACTLY WHY.

SO NOT ONLY THEM LEAVING, WE WANT TO KNOW WHY, BUT WE WANT TO KNOW WHY WHEN THEY COME BACK TO THE DISTRICT ON WHY THEY ARE RETURNING, OK, BECAUSE ALL OF THOSE ARE MARKETING OPPORTUNITIES FOR THE SCHOOL DISTRICT.

SO WILL ACTUALLY BASED ON THESE MOTIVATIONS AS HOW WE COLLECT THEM AND HOW WE CATEGORIZE THEM, WE WILL BUILD STRATEGIES TO WIN BACK PEOPLE THAT HAVE LEFT.

ALL RIGHT, AND TO CONVINCE THEM ON WHY THEY NEED TO COME BACK.

AND SO THAT'S THROUGH THE STUDENT ENROLLMENT TRACKING SYSTEM.

SO I WANT TO BE VERY VERY ACUTE TO YOUR TIME PARAMETERS HERE, AND I'LL OPEN IT UP TO ANY QUESTIONS IF YOU HAVE ANY, AND I WILL TRY TO DIRECTLY AND SPECIFICALLY ANSWER EVERY ONE OF THEM.

THANK YOU, MR. GUMBERT.

ARE THERE ANY QUESTIONS FROM THE BOARD? MS. HALL I HAVE A QUESTION, DR.

MAYFIELD. THANK YOU DR.

MAYFIELD, GO AHEAD.

THANK YOU, MR. GUMBERT, FOR FOR SHARING THIS INFORMATION, I APPRECIATE IT.

ON THE DECISION POINT DATA CAPTURE, I WAS JUST CURIOUS ON THE RETURN RATE FOR THE SURVEYS. I KNOW THAT, YOU KNOW, SURVEYS ARE GIVEN OUT A LOT OF TIMES AND YOU EXPECT, YOU KNOW, NOT SO MANY PEOPLE TO RETURN.

HOW DO YOU HOW DO YOU GET THOSE PARENTS TO COMPLETE THE SURVEYS OR CAN YOU JUST EXPLAIN THAT PIECE OF IT? AND MAYBE I MISSED SOMETHING.

BUT FOR THAT, THAT DATA CAPTURE IS WHAT I'M SPECIFICALLY ASKING.

SO THERE ARE THREE KINDS OF OF OF DATA CAPTURE.

NUMBER ONE IS THEY COME INTO YOUR ADMINISTRATION BUILDING OR TO THEIR SCHOOL, I GUESS, AND THEY SAY, HEY, I WANT TO FILL OUT THE PAPERWORK TO TRANSFER MY CHILD TO ANOTHER SCHOOL AND WE CAN PROVIDE THEM THAT SURVEY RIGHT THERE WHILE THEY'RE WAITING FOR OUR PAPERWORK. NOW, WE CAN'T MAKE THEM TAKE IT OK, BUT WE CAN MOTIVATE THEM TO AND WE CAN ACTUALLY GIVE THEM A TABLET OR WE CAN SHOOT THEM A QUICK LINK ON THEIR PHONE, ON THEIR SMARTPHONE RIGHT THERE.

IT'S A VERY SHORT TWO OR THREE MINUTE SURVEY, BUT IF IT'S ONE ON ONE POINT OF CONTACT, THAT IS VERY MUCH THE BEST WAY OF DOING IT.

BUT WE KNOW THAT THAT'S AND THAT'S THE WAY THAT IT USED TO BE, THE PRIMARY WAY.

AND WE KNOW THAT'S NOT TRUE ANYMORE.

THE SECOND WAY THAT WE CAN DO IT, IF IT'S ON THE PHONE, OK, THEN WE CAN ADMINISTER WE CAN ASK THEM FOR TWO MINUTES OF THEIR TIME AND WE CAN READ THEM THROUGH THAT SURVEY.

AND SO WE WILL HELP TRAIN.

WE WILL TRAIN ALL YOUR FRONT OFFICE PEOPLE IN YOUR SCHOOLS TO BE ABLE TO DO THIS AND TO BECOME VERY KNOWLEDGEABLE.

IT'S A VERY SIMPLE PROCESS.

AND THEN AND THEN LASTLY, WE SEND THEM VIA THEIR SMARTPHONE OR THEIR EMAIL ADDRESS, THE ACTUAL SURVEY.

WE'LL SEND IT TWICE.

THE SECOND WILL HAVE AN INCENTIVE.

AND OUR RETURN RATE IS ABOUT THIRTY EIGHT PERCENT ON THE SURVEY ITSELF AND THEN SIXTY SIX PERCENT OVERALL ON ANY PERSON THAT TRANSFERS THEIR STUDENT IN OR OUT OF OF A SCHOOL DISTRICT. THANK YOU FOR THAT, NOTE, SO IT'LL BE MORE THAN WHAT WE'RE LOOKING AT IS MORE THAN JUST A PARENT COMING IN TO WITHDRAW THEIR STUDENT.

THANK YOU AND GOODBYE.

[01:40:01]

BUT THEN ALSO TO ENCOURAGE THEM OR PROVIDE THEM WITH WHY THEY SHOULD STAY SO.

I WANT TO MAKE SURE THAT'S THE THAT THE EXTRA STEP.

OK. AND SO, YOU KNOW, IF WE IF WE KNOW THEY LEFT FOR A VERY SPECIFIC PURPOSE, OK, THEN WE TAG THAT PERSON AND NOW WE CAN MARKET DIRECTLY TO THAT PERSON TO TRY TO CONVINCE THAT PERSON THAT THEIR ISSUE HAS BEEN RESOLVED.

AND IT'S TIME TO RETURN BACK TO CROWLEY ISD, OK, SINGULAR MESSAGE, SOLVE THEIR ISSUE, SOLVE THEIR PROBLEM THROUGH ONE ON ONE MARKETING TECHNIQUES.

THAT IS WHY THE TRACKING SYSTEM IS SO IMPORTANT.

WE KNOW OVER TIME WHAT OUR ENROLLMENT NUMBERS ARE.

WE DON'T NECESSARILY KNOW WHERE THEY GO OR WHERE THEY'RE COMING FROM, BUT IT'S THAT INFORMATION. SO WE CAN GET TO THE ONE ON ONE MARKETING LEVEL THAT'S SO IMPORTANT.

OK, THANK YOU.

THANK YOU DR. MAYFIELD AND THANK YOU, MR. GUMBERT. ARE THERE ANY OTHER QUESTIONS FROM THE BOARD AT THE TIME? SO I DID HAVE A QUESTION, IS THERE A TARGETED NUMBER FOR RECAPTURE OR A TARGETED PERCENTAGE OR ANYTHING LIKE THAT? I DON'T KNOW A LOT ABOUT THIS AREA, SO I DON'T KNOW IF THAT'S AN APPROPRIATE QUESTION.

NOW, YOU KNOW, THOSE GOALS ARE SET BY YOUR TEAM.

AND AFTER WE YOU KNOW, AFTER OUR INITIAL ENGAGEMENT, WE WILL GET DOWN INTO GOAL SETTING BECAUSE WE WANT TO UNDERSTAND YOUR EXPECTATIONS, NUMBER ONE, AND WE WANT TO DO EVERYTHING THAT WE CAN TO MEET THOSE EXPECTATIONS.

SO THAT'S NOT A CONVERSATION WHEN IT COMES TO NUMBERS OR PERCENTAGES THAT WE'VE HAD AT THIS TIME. THANK YOU YOU. OK, SO I HAVE A FOLLOW UP QUESTION TO THE TRACKING SYSTEM IS THAT ONLY FOR STUDENTS OR CAN THAT BE USED FOR STAFF AS WELL? ABSOLUTELY WE CAN.

YES, IT'S A ABSOLUTELY.

AND IT CAN BE USED FOR ANY TYPE OF INFLOW AND OUTFLOW.

ALL WE HAVE TO BUILD IS THE ASSOCIATED PROCESS AND TRAIN THE PEOPLE THAT ARE ULTIMATELY THE GATEKEEPERS OF IT TO BE ABLE TO INPUT THE DATA.

BUT ABSOLUTELY.

OK, AND THEN I HAVE ANOTHER QUESTION.

IF YOU GO BACK TO THE FIRST SLIDE, MR. KIRCHER, I THINK IT'S THE FIRST SLIDE RIGHT NO, NOT THE NEXT ONE.

WORLD CLASS, OK, MAYBE IT WAS THE OTHER ONE, I'M SORRY, I'M LOOKING FOR THE SLIDE THAT TALKS ABOUT THE A PARTICULAR KIND OF TEACHER WAS AT ONE BEFORE THIS ONE.

YEAH, IT'S THE ONE AFTER THIS ONE ANTHONY, THE ONE AFTER THIS ONE.

OK, SO A WORLD CLASS TEACHER.

SO WHEN YOU TALK ABOUT WORLD CLASS TEACHERS, DO YOU HAVE A STANDARD OF MEASUREMENT THAT YOU USED IN ORDER TO DETERMINE THAT? OR WHAT WHAT IS A WORLD CLASS TEACHER? I KNOW THEY HAVE THESE ATTRIBUTES, BUT.

DO YOU HAVE A STANDARD OF MEASUREMENT OR SOMETHING THAT YOU USE IN HIRING TEACHERS TO HELP YOU GET TO THAT POINT? AND SO, SO, SO THE TRUTH THAT IT'S A VERY GOOD QUESTION.

TWO THINGS THAT WE TYPICALLY ABOUT 50 PERCENT OF THE TIME DO A VERY, VERY SPECIFIC BRAND IN ENROLLMENT AND FEATURE STUDY, RESEARCH STUDY INSIDE OF A SCHOOL DISTRICT.

NOW, ALL SCHOOL DISTRICTS DO SOME LEVEL OF RESEARCH, BUT THAT'S THAT'S WHERE THIS IS ACTUALLY A REAL CASE STUDY.

WORLD CLASS TEACHERS WAS THE NUMBER ONE POINT OF DIFFERENCE THAT MOST PEOPLE HAD AND MOST PEOPLE VALUED INSIDE THAT SCHOOL DISTRICT.

NOW, WE'VE DONE A BUNCH OF THESE.

SO I CAN TELL YOU THAT WORLD CLASS TEACHERS IS RIGHT AT THE TOP OR NEAR THE TOP IN EVERY STUDY THAT WE'VE DONE.

AND SO WE CAN VALIDATE THAT BY RESEARCH.

BUT I'M NOT SURE THAT RESEARCH HAD TO VALIDATE THAT FOR EVERYONE TO KNOW THAT TEACHERS DRIVE OUR BRAND AND DRIVE THE EXPERIENCE OF OF LEARNING.

UNDERNEATH IT, THE ATTRIBUTES UNDERNEATH IT IN THE BLUE BOXES ARE WHAT THEY SPECIFICALLY TOLD US, WHAT THEY WANT OUT OF TEACHING.

THEY SPECIFICALLY TOLD US THAT SO THAT'S BEEN VALIDATED AS THESE FOUR VERY, VERY

[01:45:02]

SO WE WOULD BUILD A MARKETING CAMPAIGN.

ALL RIGHT. AN OVERALL MARKETING CAMPAIGN ABOUT WORLD CLASS TEACHERS.

BUT IT WOULD BE DRIVEN BY THESE FOUR ELEMENTS AND THE MARKETING MESSAGE WOULD BE VERY SPECIFIC TO THAT MESSAGE.

OK, OK, THANK YOU.

SURE. THANK YOU TRUSTEE DAVIS.

AND ARE THERE ANY OTHER QUESTIONS OR COMMENTS? THERE'S NO OTHER QUESTIONS OR COMMENTS.

THANK YOU VERY MUCH, MR. GUMBERT. THANK YOU VERY MUCH.

THANK YOU, MR. GUMBERT, PRESIDENT HALL MEMBERS OF THE BOARD, DR.

MCFARLAND. WE ALSO, AS MS. DIGGLES MENTIONED, WE HAVE A PARTNERSHIP WITH BRAND ERA AND BETH OWENS IS HERE WITH HER TEAM. JUST TO GIVE US A QUICK OVERVIEW OF SOME SPECIFIC THINGS.

THEY'RE GOING TO HELP US GET OFF THE GROUND AND HIT THE GROUND RUNNING IN JANUARY, PROMOTING SOME SPECIFIC PROGRAMS THAT WE KNOW ARE JEWELS IN THE CROWLEY ISD CROWN THAT ARE VERY POPULAR IN OUR COMMUNITY.

SO BETH OWENS FROM BRAND ERA, IF YOU'LL INTRODUCE YOURSELF AND TELL US ABOUT THESE MESSAGING BRIEF'S YOU'RE GOING TO BE HELPING OUR TEAM WITH.

ABSOLUTELY. GOOD EVENING, EVERYONE.

HI, I'M BETH OWENS.

I'M A CO-OWNER OF BRAND ERA AND I'M THE MARKETING STRATEGIST.

AND I DO A LOT OF THE FRONT WORK WITH OUR SCHOOL DISTRICTS.

WE HAVE EXPERIENCE WITH ABOUT 20 PLUS SCHOOL DISTRICTS, NORTH TEXAS, WEST WEST TEXAS AND NEW MEXICO. SO TO TELL YOU A LITTLE BIT ABOUT OUR AGENCY, LIKE MR. GUMBERT'S FIRM WHERE WE ARE MARKETING EXPERTS AND WE'VE DONE A LOT OF WORK FOR SCHOOL DISTRICTS, BUT WE ALSO WORK WITH MUNICIPALITIES, TOURIST DESTINATIONS, PUBLIC ENTITIES AND NON-PROFITS. SO THERE'S A LOT OF CROSSOVER.

SOME OF THE WORK THAT WE'LL BE DOING FOR YOU ALL IS KIND OF CONNECTING THE DOTS, PARTICULARLY WITH YOUR NEW CTE FACILITY, BECAUSE THAT'S REALLY AN OUTWARD FACING FACILITY. SO WE'LL VISIT ABOUT THAT HERE IN A MINUTE.

WE LIKE TO TELL OUR CLIENTS THAT WE ARE AHEAD IN HEART MESSENGER.

AND SO WE'RE GOING TO TALK ABOUT FACTS AND FIGURES, BUT WE'RE ALSO GOING TO MAKE SURE THAT WE'RE CONNECTING ON AN EMOTIONAL LEVEL WITH OUR OUR TARGET AUDIENCE OR TO PARENTS, BECAUSE EMOTION IS WHAT CAUSES PEOPLE TO MOVE, TO ENGAGE, TO VOLUNTEER, TO CONTRIBUTE, AND CERTAINLY TO ASK THE QUESTIONS ABOUT WHERE THEIR CHILD SHOULD GO TO SCHOOL TO PURSUE OPEN HOUSES, ENROLLMENT AND THEN ULTIMATELY MATRICULATE.

WE'RE CONSENSUS BUILDERS BY NATURE.

THERE'S VERY FEW MEETINGS THAT WE GO TO WHERE THERE'S ONLY ONE DECISION MAKER WE'RE USED TO HAVING TO NEGOTIATE WITH, WHETHER IT BE BOARDS OR STAKEHOLDER GROUPS, A NUMBER OF PARENTS, AND GETTING THE GROUP TO YES, AND WE PRIDE OURSELVES ON BEING A STRATEGIC PARTNER OF THE DISTRICT AND WORKING ALONGSIDE AND CLOSELY AS A TEAM MEMBER.

WE WANT TO GO TO THE NEXT SLIDE.

SO IN TERMS OF WHAT WE'VE BEEN ENGAGED TO DO FOR THE DISTRICT IS TO DEVELOP MESSAGING BRIEFS. AND SO THESE ARE REALLY IT'S AN OPPORTUNITY FOR BRAND ERA TO HELP THE DISTRICT DEFINE HOW WE DESCRIBE CERTAIN OF THOSE UNIQUE JEWELS THAT MR. KIRCHER WAS TALKING ABOUT.

SO WE'RE GOING TO TALK ABOUT WOW FACTORS, KIND OF UNIQUE SELLING PROPOSITION OF THESE PROGRAMS OR SCHOOLS, THE WOW, THE OPPORTUNITIES AND CHALLENGES THERE.

WE'RE GOING TO GIVE CERTAINLY THOUGHT TO KEY MESSAGES, BOTH FEATURES AND BENEFITS.

A LOT OF TIMES WE FIND THAT SCHOOL DISTRICTS ARE ARE REALLY GOOD AT PROVIDING A BUNCH OF FEATURES, X NUMBER OF COMPUTERS AND X NUMBER OF PROGRAMS, BUT THEY MIGHT NOT TALK ABOUT HOW DOES THAT CHANGE THE LIFE OF THAT STUDENTS AND REALLY PROVIDE UNIQUE BENEFITS TO THE STUDENTS. SO WE'RE GOING TO HELP ON THAT.

WE'RE ALSO GOING TO PREP ELEVATOR PITCHES.

WE'RE GOING TO TALK ABOUT A BRAND PROMISE, THE BRAND VOICE IN THE BRAND TONE.

AND SO REALLY, WHAT I WANT YOU TO KIND OF TAKE AWAY FROM THAT IS WE'RE GOING TO PROVIDE SOME STANDARDIZED LANGUAGE.

SO WHETHER I'M A CAREER EDUCATOR AT CROWLEY ISD OR I WAS JUST HIRED YESTERDAY, WE'RE ALL KIND OF SINGING FROM THE SAME HYMNAL, WHICH IS IMPORTANT.

MR. GUMBERT TALKED ABOUT BRAND AMBASSADORSHIP.

WELL, THAT'S PART OF THE TRICK.

WHEN YOU HAVE A FINITE BUDGET FOR ADVERTISING AND MARKETING EFFORTS, YOU'VE GOT TO TURN

[01:50:02]

YOU'RE YOUR OWN CHEERLEADING FORCE, WHICH IS WHICH ARE YOUR STAFF AND YOUR ENGAGED PARENTS. BUT YOU NEED TO TELL THEM WHAT DO THEY NEED TO KNOW ABOUT THE PROGRAM AND HOW DO THEY PRESENT IT PROPERLY? SO THE PARTICULAR PROGRAMS THAT WE'RE GOING TO BE LOOKING AT, STEM PLUS EARLY LEARNING INITIATIVES, PARTICULARLY YOUR MONTESSORI PROGRAM AND THE CROWLEY COLLEGIATE ACADEMY.

SO THOSE ARE KIND OF CALLING CARDS FOR THE DISTRICT.

SO WE'RE GOING TO REALLY FOCUS ON HOW DO WE TALK ABOUT THEM IN THE BEST WAY.

SO WHETHER WE'RE INTRODUCING CROWLEY ISD FOR THE FIRST TIME TO SOMEONE NEW BECAUSE.

IF YOU GUYS ARE FOLLOWING THE NEWS EVERY DAY, WE'RE PICKING UP NEW CALIFORNIA FAMILIES WHO FOUND TEXAS TO BE THE NEXT GREAT PLACE TO LIVE, AND THEY'RE GOING TO BE COMING TO NORTH TEXAS AND THEY'RE GOING TO COME TO CROWLEY.

I'M TELLING YOU, YOU GUYS GOT SOME OPEN SPACES AND THIS IS A HUGE OPPORTUNITY FOR YOU.

SO YOU'RE GOING TO BE INTRODUCING TO THE DISTRICT TO NEW FOLKS, BUT YOU'RE ALSO GOING TO BE REINTRODUCING THE DISTRICT TO FOLKS WHO GREW UP HERE.

THIS IS NOT YOUR THIS IS NOT THE EDUCATIONAL FORMAT THAT I GREW UP WITH.

THIS IS VERY CUSTOMIZED.

I MEAN, WE ARE WE CREATE A KIND OF STARBUCKS GENERATION WHERE I CAN GET SOMETHING THAT SPECIFICALLY FOR ME THAT REALLY CATERS TO TO MY PARTICULAR TASTE.

AND THAT'S WHAT WE'VE DONE WITH EDUCATION.

SO WE'VE REALLY GOT TO TAKE THESE UNIQUE PROGRAMS AND SPREAD THE GOOD NEWS.

SO THAT'S WHAT BRAND ERA IS GOING TO BE INVOLVED IN DOING.

THANK YOU, MISS OWENS AND BRAND ERA TEAM, MISS HALL, ANY QUESTIONS? NO, I DON'T HAVE ANY QUESTIONS, BUT ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? THE ONLY THING THAT I'M SORRY, NEDRA, ALL I'M GOING TO SAY IS THAT I'M REALLY EXCITED ABOUT THIS OPPORTUNITY FOR BOTH OF THE PRESENTERS THAT WE JUST HAD, BECAUSE THIS IS RIGHT DOWN MY ALLEY. AND I GET SO EXCITED ABOUT PUSHING THE GOOD NEWS.

AND THERE'S SO MUCH GOOD NEWS THAT CROWLEY ISD HAS.

AND I MEAN, IF THE BUILDING WAS A ONE HUNDRED STORY BUILDING, THERE'S NOT ENOUGH INFORMATION OR THERE AREN'T ENOUGH FLOORS BECAUSE I'M CONSTANTLY UPPING THE NEXT GREAT THING THAT WE'RE ABOUT TO DO.

SO I'M REALLY EXCITED ABOUT THIS, THIS FEATURE AND GETTING THIS TO THE NEXT LEVEL.

THANK YOU, MR. GRASSIA AND MS. ROBINSON, I WAS GOING TO SAY THE SAME THING, I'M EXCITED ABOUT THIS VENTURE.

I'M GRATEFUL THAT WE'RE MOVING IN THIS DIRECTION.

AND LIKE TRUSTEE GRASSIA SAID, WE'RE WE HAVE SO MANY PHENOMENAL THINGS GOING ON IN CROWLEY, ISD. AND SO FOR PARENTS AND OUR COMMUNITY TO JUST BECOME AWARE OF IT, I'M EXCITED AND I CAN'T WAIT TO SEE WHAT COMES OF THIS.

I DEFINITELY APPRECIATE THE INNOVATION AND THE PROACTIVITY TO GETTING THE WORD OUT, AND I'M NOT ONLY ATTRACTING STUDENTS AND RETAINING THE ONES THAT WE THAT WE HAVE.

SO I'M VERY EXCITED AND LOOK FORWARD TO SEEING THE CAMPAIGNS AND THINGS THAT MANIFEST FROM THIS PARTNERSHIP. ARE THERE ANY OTHER QUESTIONS OR COMMENTS? ALL RIGHT, WELL, THANK YOU, MR. GUMBERT, AND I DON'T KNOW YOUR LAST NAME, I CAN'T FIND YOU.

BETH OWENS.

MS. OWENS, THANK YOU MISS OWENS, FOR PRESENTING THIS EVENING AS WELL.

IT'S OUR PLEASURE. THANK YOU.

THIS NOW BRINGS US TO AGENDA ITEM NINE POINT TO CONTINUING EDUCATION FOR SCHOOL BOARD MEMBERS. GUIDELINES ADOPTED BY THE STATE BOARD OF EDUCATION FOR EXPERIENCED BOARD MEMBERS STATE THAT EACH SCHOOL BOARD MEMBERS SHALL COMPLETE VARIOUS HOURS OF CONTINUING EDUCATION ANNUALLY. THE PRESIDENT MUST ANNUALLY DISTRIBUTE THE FRAMEWORK FOR GOVERNANCE LEADERSHIP, WHICH IS ATTACHED IN ESB FOR REVIEW AND MAKE A PUBLIC ANNOUNCEMENT OF THOSE BOARD MEMBERS THAT HAVE COMPLETED THE REQUIRED CONTINUING EDUCATION, WHO HAVE EXCEEDED THE REQUIRED HOURS AND WHO ARE DEFICIENT.

THE ANNOUNCEMENT MUST BE MADE AT THE LAST REGULAR MEETING OF THE BOARD OF TRUSTEES DURING THE CALENDAR YEAR.

I AM VERY PROUD TO REPORT THAT ALL CROWLEY ISD TRUSTEES HAVE COMPLETED THE REQUIRED CONTINUING EDUCATION.

NO CROWLEY ISD TRUSTEES HAVE EXCEEDED THE REQUIRED HOURS OF CONTINUING EDUCATION AND NO CROWLEY ISD TRUSTEES ARE DEFICIENT IN THE REQUIRED CONTINUING EDUCATION.

SO CONGRATULATIONS TO ALL OF OUR TRUSTEES AND THANK YOU FOR YOUR HARD WORK AND COMMITMENT TO SERVING ON THE CROWLEY ISD BOARD OF TRUSTEES.

[01:55:03]

[10.0 Consent Agenda]

THANK YOU FOR YOUR MOTION, MR. RAY, DO WE HAVE A SECOND? I'LL SECOND A SECOND FROM DR.

MAYFIELD. MOVE TO VOTE.

MR. KIRCHER, YES, MR. ROBINSON. YES.

THANK YOU, DR.

WOODSON-MAYFIELD. YES.

THANK YOU, MISS HALL.

YES. THANK YOU, MISS DAVIS.

YES. THANK YOU, MR. RAY. YES.

THANK YOU, MR. GRASSIA.

YES. THANK YOU, MISS BENTON.

YES, THANK YOU. THE MOTION PASSES UNANIMOUSLY.

WE NOW MOVE [INAUDIBLE] AND POSSIBLE ACTION ITEMS.

[11.0 Consideration and Possible Action Item (s)]

I'M SO EXCITED ABOUT GRADUATION 21.

DR. MCFARLAND, MADAM PRESIDENT AND BOARD MEMBERS, MR. KIRCHER WILL REPORT ON THIS ITEM, MR. KIRCHER. THANK YOU, DR.

MCFARLAND. MS. HALL, MEMBERS OF THE BOARD, AND WE ARE EXCITED TOO.

I FEEL LIKE WE WERE JUST CELEBRATING THE CLASS OF TWENTY TWENTY, WHICH WAS PHENOMENAL.

GREAT MEMORIES MADE THERE.

BUT WE'RE GETTING READY FOR THE CLASS OF 2021.

WE'RE FINALIZING PLANS TO HOLD THOSE GRADUATION CEREMONIES FOR THE SENIORS AT THE NEW GLOBE LIFE FIELD IN ARLINGTON.

THIS FACILITY PROVIDES SPACE FOR SOCIAL DISTANCING, AND IT WAS SUCCESSFULLY UTILIZED BY MANY OTHER NORTH TEXAS SCHOOL DISTRICTS FOR TWENTY 20 GRADUATION CEREMONIES.

THE DATE FOR THESE TWO CEREMONIES FOR CROWLEY HIGH SCHOOL AND NORTH CROWLEY HIGH SCHOOL WILL BE SUNDAY, JUNE 13TH.

START TIMES FOR EACH OF THOSE CEREMONIES ARE TO BE ANNOUNCED AT A LATER DATE.

THE ESTIMATED COST OF RUNNING THE GLOBE LIFE FACILITY FOR THE ENTIRE FOR THAT DAY FOR BOTH HIGH SCHOOLS WILL BE A COMBINED TOTAL OF RIGHT AT 62,500 DOLLARS.

THAT COST DOES INCLUDE STAFFING AND SECURITY PERSONNEL THAT WILL BE PROVIDED BY GLOBE LIFE FIELD. AND SO WE ARE EXCITED BECAUSE THIS IS JUST A GREAT FACILITY TO SAFELY SOCIAL DISTANCE AND HAVE OUR STUDENTS STILL GET TO WALK ACROSS THE STAGE AND REALLY CELEBRATE THEIR ACCOMPLISHMENTS WITH THEIR FRIENDS AND FAMILY.

SO WE ARE ASKING THE BOARD TO TAKE ACTION ON THIS FOR THE CONTRACT BECAUSE THIS DOES EXCEED OUR FIFTY THOUSAND DOLLAR THRESHOLD.

SO THIS IS A POTENTIAL ACTION ITEM THIS EVENING.

ARE THERE ANY QUESTIONS? ARE THERE ANY QUESTIONS FOR FROM THE BOARD ABOUT THIS ITEM? IF THERE ARE NO QUESTIONS, IS THERE A MOTION THIS IS A POSSIBLE ACTION ITEM? I'LL RECOMMEND APPROVAL OF THE GLOBE LIFE FIELD LICENSE AND USE AGGRIEVEMENT FOR THE 2021 GRADUATION CEREMONY AS PRESENTED.

WE HAVE A MOTION BY MS. BENSON, IS THERE A SECOND? I'LL SECOND.

WE HAVE A SECOND AND THE THIRD BY DR.

MAYFIELD AND MS. ROBINSON TO VOTE PLEASE.

MS. ROBINSON. YES, THANK YOU, DR.

WATSON MAYFIELD. YES, THANK YOU, MISS HALL.

YES. THANK YOU, MISS DAVIS.

YES. THANK YOU, MR. RAY YES, THANK YOU, MR. GRASSIA. YES, THANK YOU AND MISS BENTON.

YES, THANK YOU.

THE MOTION PASSES.

ALL RIGHT. THAT BRINGS US TO OUR FUTURE ACTION ITEMS.

[12.0 Future Action Item(s)]

DR. MCFARLAND, MADAM PRESIDENT, BOARD MEMBERS, MR. KIRCHER WILL PRESENT THIS ITEM, MR. KIRCHER. THANK YOU, SIR.

MR. HALL. MEMBERS OF THE BOARD, WE ARE IN THE PLANNING STAGES OF DEVELOPING THE 21-22 SCHOOL CALENDAR WITH THE GOAL OF MAXIMIZING INSTRUCTION TIME TO HELP ALL OF OUR STUDENTS THRIVE. DRAFTS OF THE CALENDAR WILL BE REVIEWED BY CABINET EXECUTIVE LEADERSHIP TEAM, THE DISTRICT WIDE EDUCATIONAL IMPROVEMENT COUNCIL AND PRINCIPALS BEFORE BEING BROUGHT TO THE SCHOOL BOARD FOR POSSIBLE ACTION AT A FUTURE MEETING.

WE ALSO MONITOR THE CALENDARS OF OTHER SURROUNDING SCHOOL DISTRICTS TO ENSURE THAT OURS IS NOT SIGNIFICANTLY DIFFERENT THAN THE OTHERS.

JUST IN OUR EXHIBIT THERE, YOU'LL SEE A DRAFT OF OUR 2021 CALENDAR JUST FOR REFERENCE.

BUT YOU'LL REMEMBER THAT THIS CALENDAR WAS MODIFIED SEVERAL TIMES DURING THE SPRING AND

[02:00:03]

AND SO OUR GOAL FOR 21-22 OF COURSE IS TO START BACK IN AUGUST AND TO BE BACK MORE ON A TRADITIONAL SCHEDULE, BUT ALSO OPPORTUNITIES TO MAXIMIZE INSTRUCTIONAL TIME.

AND LIKE I SAID, WE'RE JUST WORKING ON THAT VERY ROUGH DRAFT OF THAT IS BEING REVIEWED BY LEADERSHIP AND WE'LL BE BRINGING IT FOR REVIEW AND POSSIBLE APPROVAL OF A FUTURE BOARD MEETING. ARE THERE ANY QUESTIONS ABOUT THAT OR THE PROCESS? ARE THERE ANY QUESTIONS OR COMMENTS? ALL RIGHT, IT'S HARD TO BELIEVE ALREADY PLANNING FOR TWENTY ONE, TWENTY TWO AND WE ARE NOT QUITE OUT OF 20, BUT I GUESS WE'RE ALL ON THE GAS TRYING TO GET OUT OF IT.

SO COOL. NO QUESTIONS.

NO COMMENTS. ALL RIGHT.

WE WILL MOVE TO AGENDA ITEM 12.2 ADDITIONAL DAYS OF SCHOOL YEAR.

CALENDAR 21-22.

DR. MCFARLAND, MADAM PRESIDENT AND BOARD MEMBERS, WE ARE DEFINITELY EXCITED ABOUT PRESENTING THIS NEXT ITEM, IF YOU RECALL ACTUALLY DURING THE BUDGET PROCESS, I THINK LAST SCHOOL YEAR OR MAYBE IT WAS THE YEAR BEFORE.

I'M NOT SURE. BUT THERE WAS A QUESTION I THINK MR. RAY ASKED THE QUESTION ABOUT THE ADDITIONAL YEARS AND ADD ADDITIONAL DAYS AND IT REALLY LOOKING AT WHAT HE REALLY WANTED TO KNOW, WHETHER WE WERE GOING TO BE CREATIVE WITH OUR CALENDAR AS A RESULT OF HOUSE BILL THREE AND OPPORTUNITIES THAT HOUSE BILL THREE PROVIDED . THAT ACTUALLY SPURRED US TO BEGIN TO LOOK AT A THE ADDITIONAL YEAR'S GRANT ADDITIONAL DAY SCHOOL YEAR GRANT.

AND SO WE WERE AWARDED THAT GRANT.

AND AND AGAIN, WE'RE EXCITED TONIGHT TO BRING FORWARD A POTENTIAL CALENDAR.

DR. WILLIAMS HAS BEEN WORKING WITH WITH MANY OF THE PEOPLE ON THE CAMPUS TO KIND OF DEVELOP THIS CALENDAR. SO EXCITED ABOUT PURSUING THIS.

TONIGHT, DR.

CLARENCE WILLIAMS WILL REPORT ON THIS FEATURE ACTION ITEM.

DR. WILLIAMS. GOOD EVENING AGAIN, MADAM PRESIDENT, DISTINGUISHED BOARD MEMBERS AND DR.

MCFARLAND, THIS EVENING I BRING TO YOU INFORMATION ABOUT THE ADDITIONAL DAY SCHOOL YEAR CALENDAR THAT ALIGNS WITH OUR VISION 2025, GOAL ONE, THRIVING STUDENTS AND GOAL TWO, EMPOWER STAFF. IF IT PROVES OUR STUDENTS AND TEACHERS WILL TAKE PART IN OPPORTUNITY THAT HAS BEEN MADE POSSIBLE WITH THE PASSAGE OF HOUSE BILL THREE IN 2019, ADDITIONAL DAY SCHOOL YEAR ALLOWS US THE ABILITY TO ADD A HALF DAY FORM OF FUNDING TO EXTEND OUR SCHOOL YEAR OFF TO 210 DAYS AT DAVID WALKER ELEMENTARY.

THIS OPPORTUNITY IS MADE POSSIBLE THROUGH THROUGH THE ADSY GRANT THAT WAS AWARDED TO US THIS SUMMER. CROWLEY ISD IS ONE OF 11 SCHOOL DISTRICTS ACROSS THE STATE THAT HAS BEEN AWARDED THIS GRANT. CURRENTLY, WE ARE IN PART ONE OF THE PLANNING PHASE OF THE GRANT IN A FULL YEAR REDESIGN AT DAVID WALKER ELEMENTARY.

SO WHAT IS THE FULL YEAR REDESIGN? SIMPLY PUT, IS THE RETHINKING OF THE SCHOOL DAY AND YEARLY CALENDAR AT DAVID WALKER ELEMENTARY AND ALLOWING STUDENTS TO ENGAGE IN STUDENT INTEREST BASED ACTIVITIES AND THE INCREASE OF INSTRUCTIONAL TIME DURING A 210 DAY CALENDAR.

ESSENTIALLY ALLOWING US TO REIMAGINE THE TEACHING JOB, INCREASING IN PLANNING TIME, ACCELERATED LEARNING, ENRICHMENT, STUDENT LEARNING AND SUPPORTING THE WHOLE CHILD SUPPORT BY PROVIDING BRAIN BREAKS THROUGHOUT THE DAY.

THE PURPOSE BEHIND ADSY IS TO ADDRESS THE IMPACT OF SUMMER SLIDE AND NOW COVID SLIDE, THE ADSY CALENDAR IS TAILORED TO BE RESPONSIVE TO A WHOLE SCHOOL MODEL TO OPTIMIZE STUDENT SUCCESS.

AS PART OF THE PLANNING PHASE, TA REQUIRES THAT WE PRESENT A PRELIMINARY CALENDAR THAT MUST BE APPROVED BY THE CROWLEY ISD SCHOOL BOARD BEFORE THEM, ALLOWING US TO MOVE TO PHASE TWO OF THE PLANNING YEAR.

THE ADSY CALENDAR AT A GLANCE SHOWS THAT SCHOOL YEAR, DAVID WALKER WILL START JULY SIX FOR TEACHERS FOR A WEEK OF PROFESSIONAL DEVELOPMENT AND START JULY 12 FOR STUDENTS, JUST AS AN FYI ANYWHERE YOU SEE ON THIS CALENDAR AN A.

THAT REPRESENTS AN ADSY DAY, ANYWHERE WHERE YOU SEE AN R THAT REPRESENTS A REGULAR DAY IN THE CALENDAR AND WHERE WE SEE AN H REPRESENTS A HOLIDAY WHICH ALIGNS TO THE CURRENT CALENDAR THAT WE'RE WORKING ON.

THERE ARE SEVERAL BENEFITS TO IMPLEMENTING THE ADSY CALENDAR, WHICH INCREASED, WHICH INCREASES INSTRUCTIONAL MINUTES, MORE TIME ON TASK FOR STUDENTS, ADDITIONAL TIME FOR TEACHERS TO BUILD CAPACITY AND OVERALL BUILD RELATIONSHIPS IN AROUND STUDENT INTEREST.

THIS CONCLUDES MY PRESENTATION FOR FUTURE ACTION ITEM THAT MUST BE APPROVED, MAYBE APPROVED IN JANUARY BOARD MEETING.

SO APPROVAL FOR THIS ITEM WILL BE REQUIRED FOR ME TO FOR US TO MOVE FORWARD WITH PHASE

[02:05:02]

WILLIAMS. ARE THERE ANY QUESTIONS FROM THE BOARD REGARDING THE ADDITIONAL DAY CALENDAR? YEAH, SO HOW ARE WE ENVISIONING THIS IS IT GOING TO BE SOMETHING THAT THE ENTIRE SCHOOL OR IS IT GOING TO BE LIKE AN OPT IN PROGRAM OR IS IT GOING TO BE, YOU KNOW, IT'S THE WHOLE SCHOOL, BUT IF SOMEONE'S GOT A REJECTION, THEY CAN TRANSFER TO ANOTHER SCHOOL.

THE LAST THE LAST KIND OF WAY YOU DESCRIBED IT WOULD BE WHOLE SCHOOL IS WHAT WE'RE ANTICIPATING. AND THEN AGAIN, IF A KID OR PARENT DECIDED THEY DIDN'T WANT THE KID TO OPT IN, THEN THEY WOULD BE GIVEN THE RIGHT TO TRANSFER TO A NEARBY SCHOOL.

BUT THE DESIGN WILL BE WHOLE SCHOOL.

OK, AND IT'S GOING TO BE THE SAME DAY LENGTH.

AS NORMAL.

YES, IT WILL BE THE SAME DAY LENGTH.

OK. OK.

SO WHERE ARE WE I GUESS THIS IS SOMETHING THAT WE'RE LOOKING TO IMPLEMENT FOR THE NEXT SCHOOL YEAR? CORRECT, FOR THE 20, 2122 SCHOOL YEAR? OK. NOW, I THINK IT'S A GREAT I DON'T KNOW, I THINK HE CAN BE USEFUL, AND ESPECIALLY AS WE TALKED ABOUT WITH WITH KIND OF THE COVID SLIDE, LOOKING AT THE SO I DON'T KNOW WHAT OTHER PEOPLE THINK, BUT I THINK IT'S GOOD AT LEAST TO GIVE IT A SHOT.

AND, YOU KNOW, JUST TO KIND OF DRAW A COMPARISON WITH THE WITH WITH HARGRAVE WITH THE ACE DEMONSTRATION SCHOOL, WE ACTUALLY EXTENDED THE DAY.

WE HAVE THE SAME NUMBER OF DAYS, BUT WE EXTENDED THE DAY.

SO THEY HAVE SCHOOL UNTIL SEVEN, SIX OR SEVEN.

SO WITH THIS GRANT, WE ACTUALLY HAVE THE SAME DAY LENGTH, BUT WE EXTENDED THE YEAR AND SO WE HAVE THE FLEXIBILITY OF DOING BOTH.

AND AGAIN, WE'RE IN CONVERSATION RIGHT NOW, BUT OUR PLAN IS TO EXTEND THE DATE WITH THIS GRADE. AND THEN ALSO THERE WAS A QUESTION THAT WAS ASKED ME A COUPLE OF DAYS AGO ABOUT HARGRAVE. AND KIND OF THAT WAS OUR DEMONSTRATION SCHOOL AND WHAT ARE WE LEARNING FROM IT? AND SO ONE OF THE THINGS THAT WE DID LEARN FROM HARGRAVE THAT WE'RE ATTEMPTING TO THAT WE ARE CONSIDERING FOR DAVID WALKER IS ACTUALLY STRATEGIC STAFFING.

WE ARE ABLE TO ACTUALLY GO BACK AND INTERVIEW AND ACTUALLY SELECT STAFF FOR THAT CAMPUS.

THEY'LL BE ON A DIFFERENT SALARY STRUCTURE BECAUSE THEY HAVE MORE DAYS AND THERE'LL BE DIFFERENT REQUIREMENTS. AND SO WHAT WE DO KNOW IS BEING VERY INTENTIONAL ABOUT THE STAFFING AS WELL AS THE TIME WILL BE WILL.

HOPEFULLY WE GIVE THESE.

THAT'S WHAT WE'RE ANTICIPATING WITH THIS GRANT.

AND I THINK MR. WILLIAMS SAID THIS, BUT I MEAN, ONE OF THE.

YOU KNOW, ARE WE WE'RE GOING TO BUILD IN MORE TIME DURING THE DAY FOR ESPECIALLY FOR THE YOUNGER KIDS FOR FOR, YOU KNOW, RECESS AND THERE'S KIND OF FREE, YOU KNOW, SO THEY'RE NOT. HOW IS THIS, WE PLAN TO USE THIS? PART OF THE PLANNING PHASE IN PLANNING PHASE ONE WITH THE ADDITIONS TO THE CALENDAR IS KIND OF A MOCK MASTER SCHEDULE, WHAT THAT COULD LOOK LIKE. AND SO WITH THAT, DAILY WOULD LOOK LIKE.

SO ONE OF THE THINGS IS WHAT WE KNOW IS THAT WE WANT TO PROVIDE DIFFERENT BREAK'S OPPORTUNITIES FOR STUDENTS TO MENTORING, COUNSELING, YOU KNOW, YOU KNOW, SEVERAL OPPORTUNITIES THAT REALLY THE TRADITIONAL SCHOOL DAY DOESN'T ALLOW.

AND SO REALLY TRYING TO FIGURE OUT WHAT ARE THOSE STUDENT INTEREST ACTIVITIES THAT WE CAN ENGAGE THE KIDS IN REALLY WANTING THE KIDS TO WANT TO BE AT SCHOOL AND FIGURE OUT WHAT WAS THAT CONNECTION.

AND SO WE ARE WE'RE WORKING WITH THE COMMUNITY.

WE'RE PROVIDING SURVEYS TO THE FAMILIES THAT FEED INTO DAVID WALKER TO FIND OUT WHAT ACTUALLY INTERESTS THEM.

AND MOST OF WHAT WE'RE TRYING TO REALLY TARGET IS THE LOWER LEVEL KIDS THAT WE RECOGNIZE LEAVE OUR DISTRICT FOR SEVERAL DIFFERENT REASONS.

BUT, YOU KNOW, SO WE'RE TRYING TO FIGURE OUT WHAT WE CAN DO FOR THOSE YOUNGER CHILDREN TO ENGAGE THEM, ENGAGE YOUR FAMILIES, TO CONTINUE TO WANT TO BE A PART OF CROWLEY ISD.

AND SO THAT'S THAT'S OUR THAT'S OUR DESIGN AND OUR APPROACH, OK? AND, YOU KNOW, JUST TO FOLLOW UP, I KNOW WE'VE HAD A CONVERSATION, A CONVERSATION BEFORE ABOUT RECESS AND ABOUT HOW DO WE GIVE KIDS MORE TIME AND DURING THE DAY.

AND SO THIS STRUCTURE WILL GIVE US A CHANCE TO LOOK AT AND HOW WE CREATE HOW WE INCREASE TEACHER COLLABORATION TIME, BUT ALSO INCREASED STUDENT TIME AT NON STRUCTURED ENGAGEMENT.

SO WE'RE WORKING THROUGH ALL OF THOSE THINGS.

AND AND THE GOOD THING IS THIS, THIS GRANT GIVES US THE FLEXIBILITY TO GET CREATIVE WITH THAT. ALL RIGHT, THANK YOU.

ALL RIGHT, ARE THERE ANY OTHER QUESTIONS FOR DR.

WILLIAMS OR DR. MCFARLAND ON THE SUBJECT?

[02:10:02]

WILLIAMS. WE LOOK FORWARD TO HEARING MORE ABOUT THIS INITIATIVE AND SEEING YOU BACK NEXT MONTH. THANK YOU.

THIS NOW BRINGS US TO AGENDA ITEM 12.3 OUR LATE WORK POLICY REVIEW, DR.

MCFARLAND. MADAM PRESIDENT, BOARD MEMBERS, AGAIN, THIS IS AN ITEM THAT WE KNOW THAT WE HAVE BEEN HAVING CONVERSATIONS WITH, QUITE FRANKLY, SINCE THE FIRST FIRST SIX WEEKS, AND BECAUSE WHAT WE KNOW IS THAT THE VIRTUAL ENVIRONMENT AND THE POLICIES OR THE OTHER PRACTICES THAT WE HAVE IN THE FACE OF THE ENVIRONMENT OR MAYBE DIFFERENT, IT MAY NEED TO BE REVIEWED OR NEED TO BE REVIEWED.

AND SO WE HAVE ACTUALLY PULLED TOGETHER A GROUP OF FOLKS TO REVIEW THE POLICY.

WE ARE ABLE TO GIVE YOU AN UPDATE TONIGHT AND THEN HOPEFULLY YOU BE ABLE TO MAKE SOME MODIFICATIONS. SO WE HAVE MR. KEITH WILL BE REPORTING ON THIS OF THE ACTION ITEM.

MR. KEITH. DR.

MCFARLAND, GOOD EVENING PRESIDENT HALL AND BOARD MEMBERS.

SO TONIGHT, LIKE DR.

MCFARLAND SAID, WE'RE GOING TO TAKE A LOOK AT WHERE WE ARE ON OUR REVIEW OF OUR LATE WORK POLICY IN LIGHT OF THE PANDEMIC AND VIRTUAL LEARNING SO WE CAN GO TO THE NEXT SLIDE.

REALLY, WE HAVE TWO PURPOSES HERE.

FIRST IS WE WILL REVIEW OUR LATE WORK GUIDELINES AND CROWLEY ISD.

AND THEN WE'D LIKE TO HEAR WHAT RECOMMENDATIONS YOU BRING FOR POSSIBLE ADJUSTMENT TO OUR LATE WORK POLICY.

AND THE WAY WE'LL DO THAT IS BY LOOKING AT THE WORK WE'VE DONE IN OUR COMMITTEE, BY REVIEWING THE LATE WORK POLICIES OF SURROUNDING AND MODEL DISTRICTS.

WE'RE GOING TO SHOW YOU SOME EXAMPLES FROM THAT WORK AND THEN JUST ASK YOU TO REFLECT ON WHAT STANDS OUT TO YOU AND WHAT YOU THINK MAYBE EQUITABLE TO INCLUDE IN OUR LATE WORK POLICY. SO ON THE NEXT SLIDE, YOU'LL SEE THE PROCESS THAT WE'VE GONE THROUGH FOR THIS.

IN EARLY NOVEMBER, THERE IS A BOARD REQUEST FOR THE GRADING GUIDELINES AND LATE WORK POLICY DISCUSSION.

SO ON NOVEMBER 19TH, WE HAD A BOARD PRESENTATION AND DISCUSSION AROUND OUR LATE WORK POLICY. AFTER THAT, ON DECEMBER 2ND, WE BROUGHT TOGETHER OUR GRADING GUIDELINES COMMITTEE. THIS IS A COMMITTEE MADE UP OF A COMBINATION OF CENTRAL OFFICE AND PRINCIPALS FROM ACROSS THE DISTRICT.

ABOUT 20 FOLKS. THEY CAME TOGETHER AT THE END OF THE FIRST MARKING PERIOD TO HELP MAKE SOME ADJUSTMENTS TO OUR LATE WORK POLICY THEN.

WE'RE HERE DECEMBER 17TH WITH OUR BOARD PRESENTATION AND DISCUSSION, WHERE WE'LL LOOK AT OUR SURROUNDING DISTRICTS, LATE WORK POLICIES AND IMPACT ON STUDENT ACHIEVEMENT THAN IN JANUARY. BASED ON YOUR FEEDBACK, WE'RE GOING TO BRING THE GRADING GUIDELINES COMMITTEE BACK TOGETHER, PUT TOGETHER A RECOMMENDATION WHICH WE WOULD THEN BRING BACK ON JANUARY 28 TO THE BOARD AND IF APPROVED, WE WOULD IMPLEMENT IN THE SPRING SEMESTER.

SO BRIEFLY, JUST A REVIEW OF CROWLEY'S LATE WORK POLICIES, CAMPUSES HAVE FLEXIBILITY ON THEIR LATE WORK POLICY THE WAY IT'S CURRENTLY WRITTEN, THE REQUIREMENT IS THAT IT MUST ALIGN WITH THE DISTRICT PHILOSOPHY OF GRADING, WHICH IS A PART OF BOARD POLICY AS WELL AS OUR ADMIN REGS. AND THEN IT STATES THE PENALTIES MAY BE ASSIGNED FOR LATE WORK, ACCORDING TO THE CAMPUS LATE WORK POLICY.

WE SPECIFICALLY FOCUSED ON SECONDARY IN OUR CONVERSATION IN NOVEMBER, WHERE THE GUIDELINE IS THAT ASSIGNMENTS THAT ARE LATE ONE SCHOOL DAY WILL BE REDUCED BY 10 PERCENT.

LATE ASSIGNMENTS ANY DAY THEREAFTER WILL BE REDUCED UP TO 50 PERCENT WITHIN A SIX WEEKS GRADING PERIOD. AND ALSO THE FACT THAT THE TEACHER SETS THE FINAL CUTOFF DATE FOR LATE WORK WITHIN THE CAMPUS AND DISTRICT GUIDELINES.

SO THAT'S WHERE IT CURRENTLY STANDS.

AND SO WHAT WE'VE DONE NOW IS TAKE THE CURRENT LATE WORK POLICY AND JUST LAID IT OUT IN THIS TABLE. AND SO JUST TO ORIENT YOU BEFORE I SHOW YOU THE COMPARED SIX COMPARISON DISTRICTS THAT WE LOOKED AT IN THE LEFT COLUMN IS THE DISTRICT THAT WE'RE LOOKING AT, WHICH, OF COURSE, IS CROWLEY IN THIS FIRST ROW.

NEXT IS THE LEVEL SO ELEMENTARY OR SECONDARY, THE NEXT COLUMN STATES WHETHER OR NOT THE DISTRICT HAS A DISTRICT WIDE LATE WORK POLICY.

SO THE WAY THAT CROWLEYS IS CURRENTLY WRITTEN, THERE IS NOT A DISTRICT WIDE POLICY AT ELEMENTARY, BUT THERE IS A DISTRICT WIDE SET OF GUIDELINES FOR SECONDARY.

AS YOU MOVE TO GO RIGHT WHERE IT SAYS CAMPUS POLICY, YOU'LL SEE, YES, FOR ELEMENTARY BECAUSE CAMPUSES HAVE THE FLEXIBILITY TO SET THAT LATE WORK POLICY AND THEN CAMPUSES SECONDARY DO HAVE FLEXIBILITY WITHIN THE CURRENT LATE WORK GUIDELINES.

AND THEN IN THE NOTE SECTION, THERE'S JUST SOME NOTES ON THE SPECIFICS OF THE POLICY.

SO THE IMPORTANT THING HERE IS LESS ABOUT THE NOTES IN THE SPECIFICS, AND IT'S MORE ABOUT LOOKING AT SOME OF THE VARIATION IN SURROUNDING AND MODEL DISTRICTS WITH REGARD TO THEIR LATE WORK POLICY.

SO WE'LL GO AHEAD AND MOVE FORWARD.

AND WE'VE JUST LABELED EACH DISTRICT WITH A LETTER OVER ON THE LEFT HAND SIDE JUST FOR THE FOR EASE OF DISCUSSION HERE.

AND I'M HAPPY TO PROVIDE A LIST OF THE DISTRICTS THAT WE LOOKED AT AS WE PULLED THESE

[02:15:02]

WHAT'S IMPORTANT TO NOTE, IF YOU LOOK DOWN THE DISTRICT WIDE POLICY COLUMN, THERE'S A COMBINATION OF YESES AND NO'S IF YOU LOOK DOWN THE CAMPUS POLICY COLUMN, THERE'S A COMBINATION OF YESES AND NO'S AND SOME CAMPUS FLEXIBILITY.

AND OVER IN THE NOTES COLUMN, THERE'S A LOT OF VARIATION.

THAT'S REALLY THE THING TO TAKE AWAY.

WE'LL LOOK AT THESE IN ACTUAL REAL LIFE SITUATIONS IN JUST A MINUTE.

BUT THE KEY THING HERE IS THERE'S A LOT OF VARIATION AMONG DISTRICTS AND SO ON THE NEXT SLIDE, YOU'LL SEE THE THE OTHER THREE DISTRICTS THAT WE LOOKED AT, SOME LIKE DISTRICT D, YOU CAN SEE THAT THERE DISTRICT WIDE POLICY.

IT WASN'T REALLY EVEN CLEARLY STATED IN PUBLICLY AVAILABLE DOCUMENTS AND IT SEEMED TO LEAVE A LOT TO TEACHER AUTONOMY, WHEREAS IN DISTRICT F, THERE IS NO DISTRICT WIDE POLICY AND EVERYTHING WAS LEFT TO THE CAMPUSES WITH A FEW GUIDELINES OVER THERE IN THE NOTES COLUMN. SO THAT'S JUST AN OVERVIEW OF THE SIX DISTRICTS THAT WE LOOKED AT, AND SO NOW WHAT I'D LIKE TO DO IS LOOK AT AN ELEMENTARY STUDENT AND THEN A SECONDARY STUDENT AND BOARD. THIS IS REALLY WHERE WE NEED YOUR FEEDBACK ON WHAT DO YOU SEE IN THE LATE WORK POLICIES OF THESE DISTRICTS THAT YOU THINK YOU MAY WANT TO INCORPORATE INTO OUR CURRENT LATE WORK POLICY AND WHAT STANDS OUT TO YOU AND WHAT DO YOU NOTICE? SO WE'LL MOVE FORWARD HERE.

WE HAVE ON THE LEFT HAND SIDE CROWLEY AT THE TOP.

AND THEN THE SIX DISTRICTS THAT WE LOOKED AT, THIS ELEMENTARY STUDENT HAD AN ORIGINAL SCORE ON THE ASSIGNMENT THAT WE'RE GOING TO LOOK AT OF A 90 PERCENT AND SO IN CROWLEY ISD IF THEY WERE ONE DAY, TWO DAYS, THREE DAYS LATE OR BEYOND, THAT'S A CAMPUS DECISION.

SO THE CAMPUS SETS THE LATE WORK POLICY.

SO THAT COULD VARY FROM ELEMENTARY CAMPUSES WITHIN THE DISTRICT.

SO WE CAN GO AHEAD AND MOVE FORWARD.

IN DISTRICT A, YOU CAN SEE THAT THIS STUDENT WOULD LOSE 10 PERCENT PER DAY ON THEIR ASSIGNMENT. SO BY THE TIME THEY GET TO THREE DAYS, THEIR REDUCED TO A 60.

BEYOND THAT, IT'S A 50 MOVING TO THE NEXT ONE.

THIS IS A CAMPUS DECISION IN DISTRICT B, DISTRICT C IS ALSO A CAMPUS DECISION.

LOOKING AT DISTRICT D, EXCUSE ME, VERY SIMILAR TO CAMPUS A, JUST WITHOUT INFORMATION ON WHAT HAPPENS AFTER THREE DAYS.

AND THEN WE CAN LOOK AT E AND F.

AND YOU CAN SEE THOSE HOW THE SCORE GOES DOWN THEIR.

CAMPUS E PROBABLY HAS I'M SORRY, DISTRICT E PROBABLY HAS THE MOST DRASTIC REDUCTION IN POINTS AND YOU CAN SEE THAT BEYOND THREE DAYS, THE WORK IS GIVEN A ZERO.

SO LET ME PAUSE THERE.

AND JUST SEE IF THERE'S ANYTHING THAT STANDS OUT TO YOU OR ANYTHING, MAYBE ANYTHING YOU NOTICE, ANYTHING YOU WONDER.

ANYTHING THAT YOU WOULD BE INTERESTED IN LOOKING AT WHEN IT COMES TO OUR LATE WORK POLICY. MR. KEITH, I, WELL I'LL JUMP RIGHT OUT AND I'LL SAY ANY POLICY FOR ELEMENTARY THAT WOULD GIVE THE STUDENT A ZERO.

ESPECIALLY AFTER THREE DAYS, I'M NOT, I'M NOT OK WITH THAT.

THERE'S JUST TOO MUCH THAT CAN HAPPEN THAT CAN CAUSE THAT KIND OF THING BEYOND THE STUDENT'S CONTROL. BUT I WOULD BE INTERESTED.

I KNOW THAT OUR CAMPUS POLICY IS THAT ELEMENTARY PROBABLY VARY A LOT, BUT.

ARE THE. IS THERE ANY KIND OF TREND ON OUR CAMPUS POLICIES THAT YOU SEE OUR ELEMENTARY CAMPUS POLICIES WOULD LOOK PRETTY SIMILAR TO DISTRICT A AND D WITH TYPICALLY LIKE A TEN POINT REDUCTION, BUT NOT DROPPING DOWN TO THAT ZERO? OK. THANK YOU.

AND I'M SORRY, IT MEANT AN EDUCATOR, WHATEVER, BUT IS IS THAT THE 80 PERCENT IS IF YOU WERE TO SCORE A HUNDRED, YOU WOULD ONLY GET AT MAX, 80 PERCENT, OR THAT'S THAT'S JUST IF YOU TURN IT IN AND YOU STILL GOT THEM ALL WRONG, YOU STILL GOT A 50 PERCENT OR AN 80 PERCENT NO MATTER WHAT.

GREAT QUESTION. SO IN THIS EXAMPLE, THE STUDENT'S ORIGINAL SCORE WAS A 90 PERCENT.

SO FOR EACH DAY LATE, IT WAS A MINUS 10 PERCENT.

SO IN THIS CASE, IF A STUDENT'S ORIGINAL SCORE WAS A 70 PERCENT AND THEY WERE IN DISTRICT A, THEN THEY WERE DROPPED TO A 60 50, A 40 AND A 30 ON THOSE SUBSEQUENT DAYS JUST BASED ON THAT STARTING SCORE.

SO THEN IF YOU'RE SAYING THAT THE STUDENT GOT A 70.

BUT THEN TURNED IT IN THREE DAYS LATE, IT WOULD BE 60 PERCENT OF THE 70, IS THAT IN MY UNDERSTANDING THAT CORRECTLY? SO IN DISTRICT A, IT WOULD JUST BE MINUS 10 PERCENT FOR EVERY DAY.

[02:20:04]

SO MINUS 10 PERCENT EACH DAY.

OH, I.

WELL, OK, I WAS JUST LOOKING AT OTHER PEOPLE'S STUFF RIGHT NOW, I GUESS AN HOUR'S UP THE CAMPUS. NEVER MIND, I'LL HOLD MY COMMENTS FOR LATER.

I DO HAVE A QUESTION.

MS. ROBINSON. OK, SO I DO WANT TO SAY THANK YOU FOR PRESENTING THIS INFORMATION AND LOOKING AT COMPARISON DISTRICTS, I BELIEVE THE LAST TIME WE ALSO ASKED THAT YOU WOULD HAVE YOUR DEPARTMENT WOULD CONDUCT PEER REVIEW RESEARCH TO SEE WHAT IS SAID ABOUT LATE WORK AND HOW THAT IMPACTS STUDENTS.

AND SO I WANT TO KNOW IF YOU HAD AN OPPORTUNITY TO DO THAT OR IF THAT'S SOMETHING THAT YOU WILL DO VERSUS LOOKING SOLELY AT COMPARISON DISTRICTS.

SO I WILL SAY WE DID ENGAGE IN SOME RESEARCH ON THAT.

IT'S GOING TO REQUIRE A LITTLE BIT MORE TIME AND WORK BECAUSE REALLY THE PEER REVIEWED LITERATURE ON THAT IS PRETTY SCARCE.

THERE ARE SOME STUDIES THAT KIND OF GO BACK TO THE 90S, BUT EVEN THOSE DON'T SPECIFICALLY ADDRESS THE IMPACT OF LATE WORK POLICIES ON STUDENT ACHIEVEMENT.

SO THERE'S DEFINITELY SOME MORE WORK TO BE DONE THERE IN THAT AREA.

THANK YOU. ARE THERE ANY MORE QUESTIONS OR COMMENTS? WELL, ARE WE IS THERE MORE OR IS THIS LIKE KIND OF WENT ON A TANGENT THAT'S KIND OF LATE? SO THERE IS WE HAVE A SECONDARY STUDENT EXAMPLE ALSO IF WE WANT TO WALK THROUGH THAT AND THEN KIND OF GET YOUR FEEDBACK ON THE LATE WORK POLICIES AS A WHOLE.

OK. ALL RIGHT, SO THIS IS GOOD AFTER THIS EXAMPLE.

OK, SO THIS TABLE IS SET UP THE SAME WAY, BUT THIS IS USING THE SECONDARY LATE WORK POLICIES FROM SURROUNDING DISTRICTS.

YOU'LL SEE THERE'S SIGNIFICANTLY MORE VARIATION IN SECONDARY POLICIES.

SO WHEN YOU LOOK AT CROWLEYS CURRENT LATE WORK POLICY, AGAIN, A STUDENT MAKES A 90 PERCENT. IF IT'S A DAY LATE, THE WAY OUR POLICY IS WRITTEN, IT WOULD BE REDUCED TO AN 80 PERCENT. AND THEN THE WAY OUR POLICY IS CURRENTLY WRITTEN, IT SAYS UP TO 50 PERCENT, TWO DAYS AND BEYOND. SO THE STUDENT BASED ON TEACHER DISCRETION COULD RECEIVE ANYWHERE FROM A 70 PERCENT FOR BEING TWO DAYS LATE, DOWN TO A FORTY FIVE PERCENT SINCE THAT IS 50 PERCENT OF THE ORIGINAL GRADE.

SO THAT'S THE WAY THAT CROWLEY'S CURRENTLY WHERE POLICY IS WRITTEN.

SO THEN LOOKING AT THE NEXT DISTRICT'S.

IN THIS DISTRICT, YOU CAN SEE THE REDUCTIONS IN POINTS THERE SEVENTY SIX AND A HALF PERCENT DOWN TO SIXTY THREE PERCENT.

IN DISTRICT B, IT'S A CAMPUS DECISION FOR SECONDARY.

IN DISTRICT C, IT'S INTERESTING BECAUSE THEY BASICALLY GIVE A THREE DAY GRACE PERIOD AND THEN SAY BEYOND THREE DAYS, IT'S UP TO THE TEACHER OR THE CAMPUS POLICY, WHETHER THOSE POINTS REMAIN THE SAME OR WHETHER THEY'RE REDUCED TO A ZERO.

IN DISTRICT D, YOU CAN SEE THAT THE POINTS THERE ARE REDUCED TWENTY FIVE PERCENT EACH DAY. IT'S LATE FOR TWO DAYS WITH THE ZERO AFTER AFTER THE WORK BEING TWO DAYS LATE.

YOU CAN SEE THE 15 PERCENT REDUCTION IN DISTRICT E, SO THAT STUDENT GOES FROM A 90 TO A SEVENTY FIVE TO A 60 TO A FORTY FIVE, THEN TO A ZERO.

AND THEN IN DISTRICT F, IT IS YOU CAN SEE THE REDUCTIONS THERE TO EIGHTY FIVE PERCENT, THEN TO 70 PERCENT AND THEN ZERO PERCENT FOR THREE DAYS AND BEYOND.

SO REALLY JUST ONE OF THE THINGS WE'RE LOOKING AT HERE IS THERE IS WIDE VARIATION AMONG LATE WORK POLICIES IN OTHER DISTRICTS.

BUT AGAIN, JUST WANTED TO GET YOUR FEEDBACK BOARD ON WHAT YOU SEE IN THESE POLICIES AND ANY QUESTIONS THAT IT RAISES THAT WE SHOULD TAKE INTO CONSIDERATION.

I GUESS FOR ME.

ASK IS THIS A GOOD TIME FOR QUESTIONS AND COMMENTS, MR. KEITH? OH, I'M SORRY.

YES, AND ABSOLUTELY THIS IS THE LAST SLIDE.

SO I'M HAPPY TO ANSWER ANY QUESTIONS AND HEAR YOUR FEEDBACK.

MR. RAY. AND THEN.

OH, I DON'T KNOW. YOU KNOW, LATONYA SAID SHE WANTED TO.

SHE DID. GO AHEAD DR.

BUT FOR ME, I GUESS THE.

OH, GO ON, PLEASE.

I'M HERE TOO. WELL, AND I JUST HAVE A LOT OF I HAVE A LOT OF QUESTIONS SWIRLING, BUT I

[02:25:03]

WHEN YOU SAY THAT WE HAVE THE DISTRICT POLICY AND THAT LOOKS LIKE IT'S AT THE TEACHER DISCRETION, THAT FIRST THAT.

SO IS THAT WHEN A TEACHER SAYS, YOU KNOW, THIS STUDENT IS STRUGGLING, I'M WORKING WITH THAT STUDENT OR I'M HELPING FOR WHATEVER REASON, I SEE THEIR PROGRESS AND THEY CAN DO IT.

THEY JUST NEED A LITTLE MORE HELP.

SO I'M GOING TO GIVE THEM AN EXTRA DAY.

IT IS UP TO THAT TEACHER TO DECIDE.

YOU KNOW THAT WHERE THAT CUTOFF IS? IS THAT WHAT YOU'RE SAYING FOR THAT? CORRECT [INAUDIBLE] YES, THAT'S CORRECT. OK, AND THEN MY SECOND QUESTION IS WHERE WE SEE THE OTHERS.

THE OTHER DISTRICTS.

I JUST WANT TO MAKE SURE WE'RE LOOKING AT THOSE AS TEACHER DISCRETION'S, AND WHEN WE SEE CAMPUS, I JUST WANT TO MAKE SURE CAMPUS MEANS NO DISCRETION.

IT IS WHAT IT IS.

TEACHERS DO NOT ARE NOT ALLOWED TO MAKE CHANGES TO THAT POLICY? THAT'S A GREAT QUESTION.

SO WHEN YOU SEE CAMPUS, IT MEANS THAT THERE IS NOT A PUBLIC DISTRICT POLICY FOR LATE IS DEVELOPED AT THE CAMPUS LEVEL.

THAT COULD MEAN THAT IT'S THAT BY THE CAMPUS AND THERE'S NO VARIATION OR IT COULD MEAN THAT THE CAMPUS PROVIDES TEACHER DISCRETION ON HOW TO ASSESS PENALTIES FOR LATE WORD.

OK, AND THEN SOMEONE ASKED EARLIER ABOUT TRENDS, BUT I GUESS WHAT WE RECORD THOSE INSTANCES SO THAT LET'S JUST SAY THAT A PARTICULAR STUDENT GOT AN ADVANTAGE SEVERAL DAYS TO KEEP TURNING IN WORK AND ANOTHER STUDENT DIDN'T.

HOW ARE WE MAKING SURE THAT THE SYSTEM IS FAIR AND EQUITABLE, BASED ON TEACHERS, BASED ON WHATEVER? HOW ARE WE ENSURING THAT? RIGHT. AND I REALLY I THINK THIS GOES BACK TO THE INITIAL REQUEST FOR A REVIEW OF THE POLICY TO ENSURE THAT THERE IS EQUITY IN HOW WE DECIDE TO MOVE FORWARD.

OK, WONDERFUL.

THAT'S IT. THANK YOU. ALSO JUST BOARD MEMBER MAYFIELD, ONE THING IS, YOU KNOW, IN ORDER FOR US TO TO ENSURE EQUITY, WE WOULD HAVE TO REMOVE SOME OF THE DISCRETION.

AND SO, OF COURSE, WITH THE DISCRETION CREATES THE OPPORTUNITY FOR INEQUITY AND NOT GOOD OR BAD. IT JUST IS.

AND SO IF WE ARE SAYING THAT WE WANT TO REMOVE SOME OF THE INEQUITY, THEN WHAT WE'RE REALLY SAYING IS THAT WE WANT TO REMOVE SOME OF THE DISCRETION.

OK, TRUE, THANK YOU.

CAN I JUST MAKE A QUICK COMMENT ABOUT THAT, AND I REALIZE I'M ONLY SPEAKING FROM MY OWN EXPERIENCE, WORKING WITH A LOT OF TEACHERS AND ADMINISTRATORS IN CROWLEY ISD OVER MANY YEARS, BUT I WOULD SAY.

IN MOST CASES, IN MY EXPERIENCE, THE DISCRETION IS TO THE BENEFIT OF THE STUDENT, SO.

IT'S NOT THAT.

OH, I'M GOING TO. I'M GOING TO MAKE THIS HARDER ON THE KIDS, IN MOST CASES, IT'S ACTUALLY LIKE, YOU KNOW, IF OUR DISTRICT POLICY IS THAT YOU CAN THE MAXIMUM YOU COULD REDUCE IT TO IS A 50 PERCENT.

I THINK THEY THAT THAT'S DEFINITELY LIKE A MINIMUM.

I MEAN, THAT SERVES AS A HARD MINIMUM AND IN MOST CASES THEY'RE USING THEIR DISCRETION TO GIVE GIVE KIDS EVERY CHANCE TO SUCCEED.

THEY'RE HERE FOR KIDS TO LEARN AND SUCCEED AND MASTER THE MATERIAL.

AND SO, AGAIN, IN MY EXPERIENCE, I THINK TEACHERS REALLY DO THEIR BEST TO MAKE THAT HAPPEN. AND SO I DON'T.

MY COMMENT ON THAT IS THAT AS AN EDUCATOR, THAT IS MY GENERAL BELIEF ABOUT ALL EDUCATORS AS WELL. BUT I WOULD SAY ALSO AS A PARENT, I HAVE RECEIVED COMMUNICATION FROM TEACHERS THAT WOULD LEAD ME TO BELIEVE THAT MY STATEMENT CAN'T BE IN TOTALITY OR MY FEELINGS CAN BE AND SO LIKE MCFARLAND SAID, WHEN YOU TAKE AWAY DISCRETION, WE TAKE AWAY INEQUITY, WHETHER IT'S GOOD OR BAD, BUT I DON'T KNOW, I JUST.

I DON'T KNOW, I'M JUST KIND OF TORN WHEN IT COMES TO A POLICY THAT LEAVES, ESPECIALLY IN OUR CURRENT ENVIRONMENT, WHERE A STUDENT HAS NO CHANCE FOR PASSING IN OUR CURRENT ENVIRONMENT. I MEAN, I THINK I MEAN, IF YOU'D ASKED ME THIS QUESTION SIX MONTHS AGO OR

[02:30:05]

BUT IN THIS CURRENT ENVIRONMENT.

JUST IN, I JUST, I DON'T KNOW, I JUST THINK IN THIS ENVIRONMENT, I FEEL LIKE THERE SHOULD BE MORE GRACE AND I FEEL LIKE WE HAVE BEEN TRAILBLAZERS AND APPLYING GRACE TO ALL OF OUR STAKEHOLDERS. AND SO I FEEL LIKE OUR STUDENTS SHOULDN'T BE AN EXCEPTION, AT LEAST ESPECIALLY IN THIS CRISIS.

THAT'S JUST MY TWO CENTS.

AND I WOULD YOU KNOW, I I AGREE WITH, I GUESS, BOTH LINDSAY AND ME ON THAT FRONT, BUT I DO THINK. THAT HAVING A POLICY WITH SOME DESCRIPT, I GUESS FOR ME, I'M LOOKING AT ALL THESE DIFFERENT POLICIES AND AND THEY ALL LOOK LIKE JUST DIFFERENT VERSIONS OF THE SAME THING, WHICH IS SOMEWHAT EFFECTIVE, BUT DOESN'T REALLY GET TO THE ROOT ISSUE, AND, YOU KNOW, I WAS TRYING TO FIND MORE INFORMATION.

YOU KNOW, I WENT TO AN NSBA CONFERENCE ON IT REALLY JUST MADE A LOT OF SENSE TO ME A FEW YEARS AGO. AND I JUST SENT DR.

MCFARLAND AN EMAIL FROM 2008.

BUT ON ON, YOU KNOW, GRADING PRACTICES IN THE WAY THAT BASICALLY HAVING IT LEADS TO PUNITIVE ZEROS DON'T HELP ANYBODY.

YOU KNOW, THEY DON'T HELP THE STUDENT.

THEY DON'T. DO YOU KNOW OR.

I THINK. WHAT WE NEED TO FOCUS.

WHAT I WOULD LIKE TO SEE IN AN IDEAL WORLD, IF YOU KNOW, IS THAT WE HAD A FOCUS ON MAKING SURE THAT, YOU KNOW, EVERY KID, YOU KNOW, DID THE WORK AND TURN IT IN, YOU KNOW, AND MAYBE THERE'S NOT A MORE FEASIBLE WAY TO DO IT.

YOU KNOW, THE THERE ARE DIFFERENT STUDIES THAT HAVE LOOKED AT THESE THINGS, AND AGAIN, I MAYBE I'M ON A COMPLETELY DIFFERENT WAVELENGTH THAN ANYBODY ELSE IS THINKING ABOUT AT THIS TIME.

BUT, YOU KNOW, LIKE ONE THING THAT I NOW REMEMBER AND LIKE IS THIS THIS GUY WENT AND JUST COMPLETELY TURNED AROUND THE SCHOOL DISTRICT.

AND ONE OF THE THINGS THEY DID IS, YOU KNOW, THERE WEREN'T ZEROS.

BUT IF YOU HAD, YOU KNOW, AFTER SO MANY DAYS, IF YOU HAD LATE WORK NOW, THIS OBVIOUSLY DOESN'T WORK OVERLY WELL IN A VIRTUAL ENVIRONMENT.

BUT, YOU KNOW, YOU HAD MANDATORY SATURDAY SCHOOL.

YOU CAME IN, YOU DID YOUR WORK, YOU GOT YOUR FULL CREDIT FOR IT OR 90 POINTS OR WHATEVER.

BUT, YOU KNOW, THERE WAS AN INCENTIVE THERE TO NOT ONLY GO TO SATURDAY SCHOOL, BUT THEN THE GOAL WAS TO MAKE SURE THAT EVERYBODY GOT THEIR WORK IN AND, YOU KNOW, EVERYONE WAS DOING EVERY ASSIGNMENT. SO THEY GET A BETTER, YOU KNOW, MASTERY OF THE CONTENT AND EVERYTHING ELSE, NOT JUST SAYING AFTER, YOU KNOW, THREE DAYS, YOU KNOW, YOU GET A 50.

SO IT'S ALMOST BARELY EVEN WORTH TURNING IN AT THAT POINT.

RIGHT. OR THE MAXIMUM YOU CAN GET TO 50 OR YOU GET 50 PERCENT OFF, YOU KNOW, OR WHATEVER.

I WILL SAY, THOUGH, I THINK THAT OUR FROM WHAT I'VE SEEN THE TEACHERS IN HIGH SCHOOLS, I THINK, TEND TO BE A LITTLE BIT MORE FLEXIBLE, YOU KNOW, AND NOT APPLYING IT SO RIGIDLY, THE BUT ESPECIALLY THESE DAYS.

BUT IT'S JUST IT'S I DON'T KNOW.

I THINK WE NEED TO KIND OF THINK ABOUT THIS HOLISTICALLY FROM, YOU KNOW, NOT JUST WHAT PERCENTAGE DO WE PUT ON WHAT DAY, BUT HOW DO WE MAKE THIS WORK BETTER FOR EVERYBODY? NOW, AGAIN, YOU KNOW, THAT MAY NOT BE IDEAL IN THIS VIRTUAL ENVIRONMENT, THOUGH.

HOPEFULLY WE ONLY GOT A FEW MORE MONTHS OF THAT.

BUT ANYWAY, I DON'T KNOW.

SO MY THOUGHTS ARE MAYBE, LIKE I SAID, OBVIOUSLY LATONYA IS THINKING THE SAME THING BUT DIFFERENT THAN WHAT'S THE WHOLE CONVERSATION.

YEAH, I UNDERSTAND THAT, BUT THAT'S JUST WHERE I'M AT AT THIS MOMENT.

WELL, AND I'LL I'LL SAY THIS, TOO, BASED ON WHAT MR. RAY WAS SAYING. I KNOW WHEN WE WERE IN CHARTER SCHOOLS, MY SON, THAT WAS THE BIGGEST INCENTIVE FOR HIM. AS DIDN'T HE DIDN'T WANT TO GO TO SATURDAY SCHOOL.

SO, YOU KNOW, HE'D GET THE WORK DONE.

AND IF HE DIDN'T, HE WOULD GO TO SATURDAY SCHOOL AND MY DAUGHTER IS A DIFFERENT CASE.

IT TAKES HER A LITTLE LONGER TO PROCESS INFORMATION, SO SHE MAY NOT IT MAY NOT HIT HER UNTIL EIGHT THIRTY OR NINE O'CLOCK AT NIGHT FOR DOING WORK

[02:35:01]

SO I DON'T KNOW.

I DO THINK THAT THERE IS SOME MORE A LOT MORE FLEXIBILITY AT THE UPPER LEVELS.

BUT I DO ALSO AGREE WITH MR. RAY IN CONTINUING TO THINK OUTSIDE THE BOX AND THEN ALSO WITH MS. HALL, ESPECIALLY DURING THIS TIME AND THERE'S JUST TOO MANY PIECES OF UNKNOWNS THAT WE JUST DON'T KNOW AT FOR THESE STUDENTS, SO THAT'S WHERE I AM AND THAT'S A LOT. THAT'S WHY I SAID A LOT OF STUFF IS GOING ON IN MY HEAD.

AND I HAVE LOTS OF THOUGHTS, BUT I HAVE AND YOU ARE MAKING INCREDIBLE POINTS.

I THINK ONE THING THAT IT'S A REALLY IMPORTANT TAKEAWAY FROM THIS IS THAT THE TRADITIONAL GRADING SYSTEM IS REASONABLY SUBJECTIVE AND IT IS A LITTLE BIT MESSY.

RIGHT. AND SO WHEN WE'VE BEEN TALKING TO THE GRADING GUIDELINES COMMITTEE, WE WHEN WE MET IN DECEMBER, WE TALKED ABOUT SORT OF THREE HORIZONS TO LOOK AT FOR THE FIRST ONE IS IMMEDIATE, WHICH IS TO ADDRESS THE LABOR POLICY ISSUES THAT HAVE BEEN TERMED IN LIGHT OF THE RIGHT.

WE'RE IN A VERY UNIQUE TIME.

WE NEED TO MAKE SURE THAT IN THE SPRING SEMESTER, STUDENTS HAVE AN OPPORTUNITY TO BE SUCCESSFUL. TO MR. RAY'S POINT, THAT DOESN'T FIX THE ENTIRE PROBLEM.

THAT'S NOT A HOLISTIC VIEW, IT'S A BAND-AID, BUT IT'S A NECESSARY.

SO THAT'S THE IMMEDIATE.

AND THEN IN THE SHORT TERM, IT'S LOOKING AT ALL OUR GRADING GUIDELINES WITHIN THE TRADITIONAL SYSTEM, ESPECIALLY FOR THE 21-22 SCHOOL YEAR.

AND OK, WITHIN THE SYSTEM THAT WE CURRENTLY HAVE, ARE WE DOING EVERYTHING AS EQUITABLY AS WE POSSIBLY CAN? AND THAT'S NOT JUST LATE WORK.

THAT'S NUMBER OF GRADES COLLECTED, IT'S HOW THEY'RE COLLECTED, IT'S ALL OF THESE THINGS.

BUT THEN THE LONGEST HORIZON IS REALLY LOOKING AT THE ENTIRE SYSTEM TO MR. RAY'S POINT AND DR.

MAYFIELD TO YOUR POINT, IS THIS ENTIRE SYSTEM ACTUALLY MEASURING MASTERY OF WHAT A STUDENT KNOWS ABOUT CONSENT OR IS IT JUST ASSIGNING A LOWER GRADE? AND SO WE'RE ALREADY HAVING SOME OF THOSE CONVERSATIONS ABOUT WHAT THAT WOULD LOOK LIKE FROM LIKE WHAT WE CALL A STANDARDS BASED GRADING PERSPECTIVE, WHERE YOU EVALUATE WHAT A STUDENT KNOWS. THERE'S NOT A LETTER GRADE NECESSARILY ATTACHED TO IT.

IT JUST MEASURES WHAT THE STUDENT KNOWS ABOUT A GIVEN CONCEPT.

SO IT IS A VERY IT IS A CHALLENGING CONVERSATION TO WORK WITH IN THE CURRENT SYSTEM.

BUT JUST KNOW WE ARE LOOKING AT IMMEDIATE SHORT TERM AND LONG TERM.

HOW DO WE ADDRESS THE ISSUES THAT YOU BRING THEM IN? THANK YOU. AND I HAVE A QUESTION.

DID SOMEBODY ELSE SAY SOMETHING, BUT YOU CAN GO AHEAD MS. DAVIS.

OK, JUST A QUICK QUESTION WITH THIS DISCUSSION, MR. KEITH, THAT YOU'VE BEEN HAVING.

YOU HAVE DISCUSSED IT WITH STAFF, WITH THE TEACHERS AND PRINCIPALS? AH THIS OUR GRADING GUIDELINES COMMITTEE IS MADE UP PRIMARILY OF PRINCIPALS, AND THAT'S WHERE WE HAD THE INITIAL CONVERSATION.

OK, SO NOT ANY TEACHERS.

NO, MA'AM, NOT AT THIS TIME, IT'S VERY EARLY IN THE PROCESS.

OK, THANK YOU.

I JUST MR. KEITH, I JUST WANTED TO FIRST OF ALL, THANK YOU FOR THE WORK THAT YOU'VE DONE ON THIS, AND I KNOW. I DON'T THINK THAT ULTIMATELY, THERE WILL BE A DECISION THAT EVERYONE'S GOING TO LIKE, BUT BE THAT AS IT MAY.

I THINK THAT NO MATTER WHAT EASILY THE ELEMENTARY STUDENTS, I MEAN, IF I AGREE WITH WITH MR. RAY THAT YOU IF YOU KNOCK THOSE THOSE STUDENTS DOWN WHO ARE SECOND GRADE, THIRD GRADE, WHO REALLY DON'T HAVE SAY SO ON WHEN THEY'RE GOING TO EAT AND WHAT MOM AND DAD HAS IN STORE FOR THEM THAT EVENING AND ALL OF THIS, AND THEN FOR THEM TO ONLY GET A 50 ON A PERFECT PAPER OR WHAT HAVE YOU.

I MEAN, IT'S JUST KIND OF DEMORALIZING FOR THE FOR THE CHILD.

SO I THINK THAT IN A IN AN EASY WAY, I THINK WE SHOULD REALLY LOOK AT THE ELEMENTARY STUDENTS AND SAY, HEY.

I THINK WE CAN FIX THIS BECAUSE IT DOESN'T GO TO THE GPA, IT DOESN'T GO TO X, Y AND Z.

IT JUST IT'S ARE YOU GOING TO MASTER THE CONTENT WHENEVER WE GO TO HAVE BENCHMARKS AND ALL OF THAT GOOD STUFF AND MAKE SURE THAT THE STUDENTS ARE LEARNING WHAT THEIR NEED TO BE

[02:40:03]

I THINK, BUT I DON'T KNOW, MAYBE IT'S A LITTLE BIT MORE COMPLICATED THAN THAT, SO BUT AS FOR SECONDARY, I AGREE, IT'S IT'S A MUCH BIGGER TASK.

AND I THINK THAT I THINK THERE'S GOING TO BE A LITTLE BIT MORE WORK TO BE DONE IN ORDER TO GET A BETTER ANSWER.

AND TO FOLLOW UP WITH MR. RAY AND IF ANYONE ELSE HAS ANY COMMENTS AS WELL, I DO WANT TO JUST MAKE SURE THAT I CLARIFY THAT I DON'T BELIEVE THAT OUR TEACHERS SEEM TO BE MEAN OR PUNITIVE.

BUT I DO WANT TO WHAT I WAS TRYING TO SPEAK TO AND MAKE SURE I WANT TO MAKE SURE THAT I CAPTURED WELL, BECAUSE I DEFINITELY SUPPORT OUR TEACHERS IS THERE'S NOT ALWAYS THAT FLEXIBILITY THAT SOME OF US BELIEVE THAT IT ALWAYS EXISTS.

I MEAN, IT'S NOT ALWAYS THE CASE.

AND SO THAT IS WHERE I AM CONCERNED ABOUT THE DISCRETIONARY PIECE, BECAUSE THIS VARIES FROM STUDENT AND STUDENT.

AND THEREFORE THAT MEANS IT VARIES FROM TEACHER TO TEACHER.

SO THAT'S PROBABLY MY BIGGEST PROBABLY CONCERN ALONG WITH YOU, MASTERY AND THE IMPOSSIBILITY OF PASSING WITH A 15 OR ZERO.

THAT'S IT FOR ME, I'M ON THE SUBJECT, ARE THERE ANY OTHER COMMENTS OR QUESTIONS FROM ANY OTHER BOARD MEMBERS? I HAVE JUST ONE MORE COMMENT, I GUESS I JUST KNOWING WHERE OUR ROLE IS IN POLICY RIGHT.

BUT IN A LOT OF ISSUES, I FEEL LIKE THE WE REALLY NEED TO LEAN VERY HEAVILY ON THE EXPERTS ON THIS, WHICH IS THE EDUCATORS, PRINCIPALS, TEACHERS.

SO I JUST WANT TO SAY, MR. KEEFE, I'M LOOKING VERY MUCH FORWARD TO HEARING WHAT THAT COMMITTEE SAYS AND WHAT THEIR REASONING IS BEHIND THEIR RECOMMENDATIONS AS WELL.

SO MADAM PRESIDENT, BOARD MEMBERS, DEFINITELY THANK YOU ALL FOR THE CONVERSATION AND THE DISCUSSION TONIGHT, I THINK WE HAVE AND I DEFINITELY HAVE BEEN TAKING NOTES AND DEFINITELY HEAR YOUR PERSPECTIVE AND HEAR YOUR WHO YOU ALL'S GENUINE CONCERN.

AND WE SHARE THAT CONCERN.

AND SO WE WILL BE BRINGING BACK A RECOMMENDATION IN JANUARY AND JANUARY BOARD MEETING.

THE GOAL IS FOR US TO GET THIS RECOMMENDATION DONE AND TO YOU AS SOON AS POSSIBLE SO THAT THERE ARE ANY KIND OF MODIFICATIONS THAT ARE NEEDED TO BE MADE GOING BACK OR WE CAN DO THAT, BUT WE WANT TO MAKE SURE WE HAVE THEM SET FOR THEM FOR THE NEXT SEMESTER.

WE ALSO KNOW THAT THERE IS A POSSIBILITY THAT WE WOULD HAVE A POLICY FOR FOR THIS PERIOD THAT WE ARE IN RIGHT NOW AND THEN ALSO MAINTAIN THE POLICY THAT WE THAT WE HAVE HAD IN THE PAST AS A POSSIBILITY AS WELL.

SO WE CAN CREATE AN INTERIM POLICY TO GET THROUGH THIS PROCESS AND THEN GO BACK AND REVIEW IT AGAIN ONCE ONCE THINGS ARE OR BACK TO NORMAL IF THEY EVER GET THAT WAY.

BUT AGAIN, I DO HEAR WHAT YOU'RE SAYING.

I DO BELIEVE THAT WE ARE I BELIEVE THERE'S A CONSENSUS ON ON AN APPROACH THAT WE NEED TO MOVE FORWARD AND WE WILL GET TEACHERS INVOLVED.

AND ALSO WE WILL BE APPLAUDING.

I KNOW THERE ARE SOME SOME ARTICLES OUT ON GRADING IN KIND OF THE IMPACT OF GRADING.

AND SO WE'LL PULL SOME OF THOSE THINGS TOGETHER TO YOU AS WELL.

AND SO WHEN WE COME BACK IN JANUARY, WE'LL HAVE KIND OF A AN ASSESSMENT OF JUST WHAT THE CURRENT LITERATURE IS AS IT RELATES TO GRADING AND ITS IMPACT BOTH AT THE SECONDARY AND ELEMENTARY LEVEL. AND THEN WE'LL HAVE A RECOMMENDATION FOR YOU AS WELL SO THAT WE CAN WE CAN MOVE FORWARD ON THIS ISSUE.

AGAIN, THANK YOU ALL FOR SHARING YOUR COMMENTS.

AND WE WILL WE WILL DEFINITELY TAKE THOSE IN CONSIDERATION.

THANK YOU, DR. MCFARLAND, AND THANK YOU, MR. KEITH, FOR YOUR PRESENTATION THIS EVENING.

THIS NOW BRINGS US TO AGENDA ITEM 12.4, THE MAY 1ST.

TWENTY TWENTY ONE BOARD OF TRUSTEES.

ORDER OF ELECTION, DR.

MCFARLAND. MADAM PRESIDENT AND BOARD MEMBERS, MR. KIRCHER WILL BE ADDRESSING THIS ITEM.

MR. KIRCHER, YES, DR.

MCFARLAND, PRESIDENT HALL MEMBERS OF THE BOARD, THIS IS JUST A FUTURE ACTION ITEM REGARDING OUR ORDER OF ELECTION.

A GENERAL ELECTION WILL BE HELD ON MAY 1ST OF 2021 FOR THE PURPOSE OF ELECTING TWO SCHOOL BOARD TRUSTEE PLACES, THREE AND FOUR TO SERVE ON THE CROWLEY ISD SCHOOL BOARD.

[02:45:03]

ARE THERE ANY QUESTIONS? ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? THANK YOU. THIS NOW [INAUDIBLE] WILL ADJOURN TO EXECUTIVE SESSION PURSUANT TO TEXAS CODE

[13.0 Executive Session]

AND OTHER PARTICIPANTS MAY REMAIN ON THIS LINE AND THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION INTO SESSION AT EIGHT FORTY PM.

WE ARE BACK IN OPEN SESSION AT EIGHT FIFTY SEVEN P.M.

AND OUR CONSIDERATION OF POSSIBLE ACTION ITEMS.

[14.0 Consideration and Possible Action Item (s)]

WELL, NO, IS THERE A MOTION? YES, I'D LIKE TO RECOMMEND ANATOLII SANCHEZ FOR THE POSITION OF THE ASSISTANT PRINCIPAL AT NORTH CROWLEY HIGH SCHOOL AS PRESENTED.

THANK YOU FOR YOUR MOTION VP GRASSIA, IS THERE A SECOND? I'LL SECOND THE MOTION.

THANK YOU FOR YOUR SECOND TRUSTEE RAY, RIGHT, MOVE TO VOCAL PLEASE, YES, MISS ROBINSON.

YES. THANK YOU, DR.

WATSON. MAYFIELD. YES.

THANK YOU, MISS HALL.

YES, THANK YOU.

MISS DAVIS WAS NOT ABLE TO BACK IN, MR. RAY. YES, THANK YOU, MR. GRASSIA. YES, THANK YOU, MISS BENTON.

YES, THANK YOU.

THE MOTION PASSES UNANIMOUSLY.

OK, WELL.

BEFORE WE ADJOURN, I DON'T BELIEVE WE HAVE ANY MORE BUSINESS.

I JUST WANT TO WISH EVERYONE, ALL OF MY TRUSTEE AND COLLEAGUES, A MERRY CHRISTMAS, A HAPPY NEW YEAR, HAPPY HOLIDAY, HANUKKAH, KWANZAA, EVERYTHING.

I HOPE THAT YOU ENJOY THE SEASON WITH YOUR FAMILY, RELAX, REJUVENATE AND ALL OF THAT, AND ALSO TO OUR STAFF AND OUR STAKEHOLDERS AS WELL.

AND I OPEN THE FLOOR TO ANY OTHER BOARD MEMBERS WHO WOULD LIKE TO SHARE SOME EXPRESSIONS BEFORE WE GO. IT'S MY FAVORITE TIME OF THE YEAR.

ALL RIGHT. WELL, THEN I WANT TO SAY THANK YOU ON BEHALF OF THE ENTIRE BOARD TO DR.

MCFARLAND IN THE DISTRICT FOR THE WONDERFUL DINNER TONIGHT AND THE HOLIDAY TREATS AND THE FUTURE DINNER THAT I THINK I RECEIVED THE KIT FOR AS WELL.

SO THANK YOU SO MUCH FOR YOUR GENEROSITY.

AND I LOOK FORWARD TO SEEING YOU ALL IN THE NEW YEAR.

BE WELL AND STAY HEALTHY.

BYE BY.

WE ARE ADJOURNED AT EIGHT FIFTY NINE P.M..

BYE GUYS.

* This transcript was compiled from uncorrected Closed Captioning.